Designing a Teacher Inquiry System with Teaching and Learning Analytics Using Fine-Grained Data

Abstract

Fine-grained data collected in e-book systems allow educators to analyze them for the purpose of teachers’ instructional inquiry. In response to studies that fail to take leverage insights from learning analytics to improve the teaching process, we theoretically proposed a system in which teachers metacognitively identify and analyze their educational issues and reflect to improve their teaching. Especially in this paper, we describe the theoretical background of the system and its function.