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What is Face-to-Face Sessions

Handbook of Research on Operational Quality Assurance in Higher Education for Life-Long Learning
Are understood to be those in which both students and teacher are present in the same place and at the same time.
Published in Chapter:
Learning Analytics: A Lever for Professional Development of Teachers?
Matthieu Hausman (University of Liège, Belgium), Dominique Verpoorten (University of Liège, Belgium), Valérie Defaweux (University of Liège, Belgium), and Pascal Detroz (University of Liège, Belgium)
DOI: 10.4018/978-1-7998-1238-8.ch013
Abstract
This chapter discusses the impact of the use of Learning Analytics on the professional development of teachers in higher education. Learning Analytics allows teachers to obtain previously inaccessible information about their students' learning activities. Based on this information, it is possible for teachers to modify their teaching strategies and the learning environment they offer to students, and they can also offer better monitoring to them. After having shed a theoretical light on the concepts used in this chapter, authors propose a case analysis relating to the experience of a teacher from the Faculty of Medicine of the University of Liège. Using a professional development model, authors then propose an analysis of the impact of Learning Analytics on the professional development of this teacher. In this case, the Learning Analytics appear as a lever for the professional development of the teacher.
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