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A behavioral model to support teachers' self-assessment and improve their LMS mastery

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Abstract

While learning management systems have spread for the last decades, many teachers still struggle to fully operate a LMS within their teaching, beyond its role of a simple resources repository. Teachers need to engage themselves as learners of their own environment, to improve their techno-pedagogical skills. To this end, we propose a behavioral model based on teaching analytics to provide teachers with self and social awareness of their own practices on the LMS. The present article focuses on the model we designed on the basis of (i) a qualitative analysis from interviews we had with several instructional designers and (ii) a quantitative analysis we conducted on teachers' LMS activities. We used this model to define three teaching analytics indicators and build a peer recommendation system in order to encourage teachers to improve their skills in the LMS.
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Dates and versions

hal-03762692 , version 1 (28-08-2022)

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  • HAL Id : hal-03762692 , version 1

Cite

Ibtissem Bennacer, Remi Venant, Sebastien Iksal. A behavioral model to support teachers' self-assessment and improve their LMS mastery. The 22nd IEEE International Conference on Advanced Learning Technologies, Jul 2022, Bucharest, Romania. ⟨hal-03762692⟩
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