How is Teachers’ Feedback-Seeking Frequency Related to Their Performance Scores while Using Learning Analytics Enhanced E-portfolio?

Abstract

This study sets out to address the contradictory findings in previous research about the relation between feedback-seeking behaviour and performance. The log files of 40 in-service teachers who used an electronic portfolio with learning analytics were analysed to identify how the teachers used the learning analytics applications, and to explore the relationships between the feedback-seeking frequency, use of learning analytics applications and performance scores. This study demonstrates sparse use of learning analytics applications and offers possible explanations for this finding. In addition, the study showed a negative relation between the score of evaluating students and feedback-seeking frequency. These findings and other considerations for additional research using feedback-seeking behaviour, performance scores and learning analytics are addressed.