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Using Learning Analytics in Mathematics and Science Education Lessons: A Case Study from Lithuania

Gražina Šmitienė Julija Melnikova Aleksandra Batuchina All authors (4)

https://doi.org/10.15181/rfds.v44i3.2639

Pub. online: 25 Oct 2024 Type: Article

Open Access

Journal: Regional Formation and Development Studies Volume 44, Issue 3 (2024), pp. 75–86

Abstract

Learning analytics is associated with wide opportunities for the organisation of individualised, differentiated and personalised learning.

Moreover, the individualisation and personalisation of natural science and mathematics education are considered one of the

priorities of Lithuanian education, in order to foster a culture of innovation in schools. The importance of integrated education is

recognised for the sustainable improvement of the students’ competencies: problems in solving issues of the integrated organisation

of natural sciences and mathematics in lessons, searching for the most appropriate didactic solutions, and so on. The usefulness of

learning analytics is quite ambiguous: the search for tools for learning analytics, the system of its use, and definitions of benefits

for the learner, are questions that require researchers’ attention. The current article is based on a qualitative study that particularly

sought to disclose the possibility of using learning analytics in science and maths lessons. Focus group participants were teachers

from general education schools in Lithuania. The aim of the focus group was to extract the accumulated experience of teachers in

working with digital platforms and applying learning analytics based on artificial intelligence. The results of the study revealed that

teachers have no doubt about the benefits of digital platforms integrating learning analytics based on artificial intelligence, in identifying

student (class) learning gaps, and learning characteristics, and making data-based decisions regarding the differentiation and

individualisation of learning. The research participants saw the importance of data generated by learning analytics in planning and

organising integrated maths and science education lessons.

Pradedančių studijas studentų reflektyvioji pedagoginė praktika: studentų patirtys ir praktikos tobulinimo galimybės

Neringa Strazdienė Sada Ramanauskienė Aida Norvilienė

https://doi.org/10.15181/rfds.v44i3.2637

Pub. online: 25 Oct 2024 Type: Article

Open Access

Journal: Regional Formation and Development Studies Volume 44, Issue 3 (2024), pp. 49–59

Abstract

Straipsnyje analizuojamos bakalauro studijų programos studentų, atlikusių pirmąją praktiką ikimokyklinio ir pradinio ugdymo įstaigose,

refleksijos. Stebimosios praktikos metu studentai suvokė pedagogo darbo svarbą ir sudėtingumą, pasitikrino savo apsisprendimą dirbti

pedagoginį darbą. Išryškėjo trys studentų savęs ir savo profesinės veiklos tobulinimo kryptys: dalykinių, didaktinių, psichologinių žinių

įgijimo bei gebėjimų ugdymo; ugdymo(si) proceso valdymo gebėjimų tobulinimo ir savęs bei savo asmeninių savybių tobulinimo.

Studentai pateikė praktikos tobulinimo siūlymų praktikos vadovams, dėstytojams ir mokytojams mentoriams. Jų refleksijose išryškėję

pirmosios praktikos ypatumai suponavo studijų proceso ir praktikos organizavimo tobulinimo galimybes.

Vaikų emocinės sveikatos ugdymas(is) ikimokyklinio ugdymo įstaigoje: mokytojų nuomonės ir patirtys

Neringa Strazdienė Gitana Tolutienė

https://doi.org/10.15181/rfds.v42i1.2617

Pub. online: 11 Jul 2024 Type: Article

Open Access

Journal: Regional Formation and Development Studies Volume 43, Issue 2 (2024), pp. 128–140

Abstract

Ikimokykliniame amžiuje dedami vaiko emocinės sveikatos pamatai, siekiant optimalios vaiko fizinės, emocinės, socialinės ir

pažinimo brandos. Tyrimo tikslas – atskleisti ikimokyklinio ugdymo mokytojų nuomones bei patirtis vaikų emocinės sveikatos

ugdymo(si) ypatumų ir galimybių ikimokyklinio ugdymo įstaigoje aspektais. Interviu būdu apklausta 10 ikimokyklinio ugdymo

mokytojų. Tyrimas atskleidė, kad vaikų emocinę sveikatą lemia alfa kartos vaikų bruožai, jos ugdymui(si) teigiamą poveikį daro

šie veiksniai: saugumo užtikrinimas, kokybiško laiko su vaiku leidimas, mokymas(is) pažinti ir tinkamai reikšti jausmus, dėmesys

vaiko gebėjimams ir jo fiziniam aktyvumui. Vaikų emocinės sveikatos ugdymo(si) procese tikslinga taikyti žaidimų, pagyrimų ir paskatinimų,

pokalbių metodus, išnaudoti įvairių programų, projektinės veiklos, dailės terapijos, nusiraminimo pertraukėlių, kasdienių

gyvenimiškų situacijų, savarankiškos vaikų veiklos teikiamas galimybes.

Unveiling the Potential of Learning Analytics in Learning Design: Theoretical Implications for General Education

Kamilė Kesylė Julija Melnikova

https://doi.org/10.15181/rfds.v42i1.2612

Pub. online: 11 Jul 2024 Type: Article

Open Access

Journal: Regional Formation and Development Studies Volume 43, Issue 2 (2024), pp. 59–71

Abstract

The article seeks to explore the possibilities of learning analytics in the improvement of learning design in general education. Hence,

it aims to describe key components of learning analytics and address its advantages and some limitations in education, as well as to

depict the most common learning design models. Theoretical analysis helped to reveal how learning analytics can provide teachers

with valuable insights into student engagement, progress and learning outcomes. By taking into account students’ data on interaction

with course materials, teachers can identify areas for improvement, and make data-informed decisions on pedagogical strategies. The

implications of the article highlight the most common practices on how learning analytics can be used to evaluate the effectiveness of

the learning design, address weaknesses in teaching-learning process, predict course completion rates by identifying student profiles,

etc. The theoretical implications allow for presupposing that the synergy of learning analytics and learning design could serve the

improvement of the quality of general education.

Data Literacy of Secondary School Teachers: the Competence-Based Approach

Evelina Brazauskienė Julija Melnikova

https://doi.org/10.15181/rfds.v42i1.2608

Pub. online: 11 Jul 2024 Type: Article

Open Access

Journal: Regional Formation and Development Studies Volume 43, Issue 2 (2024), pp. 17–27

Abstract

This study analyses the charging role of data literacy for general education teachers in the digital age, and highlights the need for

educators to be attentive to the feedback data generated by various educational platforms and the emergence of data literacy as a crucial

competency. Recognising the importance of data literacy in a variety of domains, it highlights the challenges that teachers face

in using data for effective teaching, as teachers play a crucial role in data-driven learning, and make informed pedagogical decisions

based on data interpretation and analysis. The study aims to analyse the theoretical foundations, highlighting the implications of

data literacy for teaching practice and the quality of education. It concludes that effective and equitable education in the digital era

requires the inclusion of teachers’ data literacy skills, and the promotion of a broader public understanding of the interaction between

data, education and student outcomes.

The Potential of Digital Tools for Developing Pre-School Children’s Language Skills: Teachers’ Experiences

Rasa Braslauskienė Erika Turauskienė Reda Jacynė

https://doi.org/10.15181/rfds.v42i1.2607

Pub. online: 11 Jul 2024 Type: Article

Open Access

Journal: Regional Formation and Development Studies Volume 43, Issue 2 (2024), pp. 5–16

Abstract

The article analyses teachers’ experiences of the use of digital tools in the development of pre-school children’s language skills. Findings from the qualitative research revealed that the use of digital tools helps to open up these possibilities for preschoolers’ language development: improving children’s speaking and active listening skills; meeting children’s different educational needs; developing fine motor skills; developing reading skills; facilitating spontaneous learning; helping teachers to plan educational activities; individualising and differentiating the content of education; ensuring quality parent-teacher cooperation; etc. Teachers face the following difficulties when using digital tools to develop pre-school children’s language skills: a lack of funds to purchase digital tools; inaccurate information in digital space; inappropriate educational content for children; lack of methodological hours to create interactive tasks; etc. In the opinion of the informants, the success of the use of digital tools is determined by the teacher’s personal qualities, motivation, and the ability to apply effectively innovative educational methods. This is why teachers regularly participate in seminars and conferences, share best practices on social networks, etc.

Leadership by Progymnasium Teachers in Organising the Educational Process

Lilia Žukauskienė Aurimas Labanauskas

https://doi.org/10.15181/rfds.v41i3.2550

Pub. online: 27 Oct 2023 Type: Article

Open Access

Journal: Regional Formation and Development Studies Volume 41, Issue 3 (2023), pp. 99–115

Abstract

The problem of leadership by progymnasium teachers in organising the educational process is analysed in this article. In Lithuania, a progymnasium is an educational institution providing a general education (forms 1 to 8) functioning as an intermediate link between an elementary school and a gymnasium. Quantitative research was conducted with the participation of 120 progymnasium teachers. The assessment of teacher leadership in organising the educational process was based on an SLII situational leadership model (Blanchard, 1985). The research revealed that in organising the educational process, teachers apply different leadership strategies: they provide gifted pupils with the possibility to take responsibility for carrying out a task; they praise and encourage pupils to express their opinions; they carry out tasks without direction; they allow pupils to make their own decisions on how a task will be carried out; they provide feedback, etc. In the organisation of the educational process, teachers tend to apply coaching, supporting and delegating styles of situational leadership. In order to organise the educational process more effectively, the examples of teachers-leaders in creating common educational scenarios and trying out innovative methods, mentoring couples, group supervision, and the creation of learning organisation at progymnasium, could be helpful.

Žaidimų terapijos taikymas ikimokyklinio amžiaus vaikų emocinės sveikatos ugdymui(si): ugdomojo projekto rezultatai

Neringa Strazdienė Renata Jakovenko

https://doi.org/10.15181/rfds.v40i2.2539

Pub. online: 10 Jul 2023 Type: Article

Open Access

Journal: Regional Formation and Development Studies Volume 40, Issue 2 (2023), pp. 157–168

Abstract

Iki mokyklos vaikas turi pasiekti optimalią fizinę, emocinę, socialinę ir pažinimo brandą, todėl emocinės sveikatos pamatai turi būti dedami jau ikimokykliniame amžiuje. Keliamas tyrimo tikslas – ištirti žaidimų terapijos taikymo galimybes ugdant vaikų emocinę sveikatą ikimokyklinio ugdymo įstaigoje. Taikyti tyrimo metodai: mokslinės literatūros ir dokumentų analizė, ugdomasis projektas, vaikų elgsenos stebėjimas, kokybinė duomenų analizė. Ugdomajame projekte dalyvavo 19 Klaipėdos m. X l/d ikimokyklinio amžiaus vaikų. Nustatyta, kad 5–6 metų vaikų gebėjimas kontroliuoti ir valdyti savo elgesį, emocijas žaidžiant pakito iš esmės. Žaidybinės veiklos pradžioje vaikai sunkiai galėjo susitvarkyti su iškilusiais sunkumais atliekant tam tikras užduotis. Išryškėjo individualūs vaikų ir lyties skirtumai. Projektui įpusėjus, jie išmoko spręsti konfliktus, prisitaikyti prie situacijos, bendrauti ir bendradarbiauti. Pastebėta, kad susilpnėjo liūdesio, baimės ir nerimo emocijos. Empirinio tyrimo rezultatai leido išryškinti žaidimų terapijos taikymo ypatumus ir galimybes ugdant vaikų emocinę sveikatą ikimokyklinio ugdymo įstaigoje.

Preschool Teachers’ Experiences of Inclusive Education in Developing Children’s Communication Competence

Rasa Braslauskienė Erika Turauskienė

https://doi.org/10.15181/rfds.v40i2.2526

Pub. online: 10 Jul 2023 Type: Article

Open Access

Journal: Regional Formation and Development Studies Volume 40, Issue 2 (2023), pp. 6–18

Abstract

Processes of inclusiveness in the implementation of education, trends, and the prevailing experiences of creating inclusion in educational institutions, in the life of an institution’s community, and in educational practice, have created new challenges and opportunities for teachers. The following article shows preschool teachers’ experiences of inclusive education in developing children’s communication competence. A qualitative research strategy was chosen for the empirical study. Preschool teachers, who work in the inclusive education group and have experience of working with children with autism spectrum disorders, participated in a semi-structured interview. Teachers’ experience of inclusive education has been analysed on the basis of the following aspects: an assessment of the situation in the context of inclusive education; the organisation of children’s communication competence activities in inclusive education; preschool teachers’ feelings and their experiences; and the advantages and disadvantages of inclusive education experiences in developing children’s communication competence. The research findings show that it is difficult for teachers to work in inclusive education groups, because educational institutions lack specialists, teachers lack competencies, motivation and educational tools, and parents are not satisfied with the educational situation.

Skaitmeninių technologijų integravimas į mokyklos, kaip organizacijos, procesus ir praktikas: teorinis modelis

Aleksandra Batuchina Julija Melnikova

https://doi.org/10.15181/rfds.v36i1.2506

Pub. online: 21 Feb 2023 Type: Article

Open Access

Journal: Regional Formation and Development Studies Volume 39, Issue 1 (2023), pp. 5–15

Abstract

Mokslinio straipsnio tikslas – pristatyti kuriamą teorinį modelį, kuris apibūdintų pagrindinius mokyklų tobulinimo pasitelkus skaitmenines technologijas elementus ir leistų atskleisti mokyklų skirtumus bei nustatyti jų geriausią praktiką ir iššūkius. Modelis projektuojamas tokių teorijų, kaip, pvz., mokyklos tobulinimo, edukacinių inovacijų, besimokančios mokyklos, pagrindu, integruojant naujausias skaitmeninių technologijų vaidmens edukacijoje ir mokyklos vadyboje teorijas. Modelio pagrindą sudaro šeši pagrindiniai elementai, apibūdinantys inovatyvią skaitmeninę mokyklą: mokyklos vizija, lyderystė, mokymo(si) procesas, besimokanti bendruomenė, veiklos kokybės užtikrinimas, skaitmeniniai ištekliai. Ypatingas dėmesys skiriamas skaitmeninių technologijų taikymo galimybėms, atsakant į klausimą, kaip jos prisideda tobulinant pedagoginę ir vadybinę praktiką. Sukurtas inovatyvios skaitmeninės mokyklos teorinis modelis bus tolesnio tyrimo pagrindas, leisiantis mokykloms apmąstyti, suprasti ir tobulinti savo praktikas, siekiant pasitelkus skaitmenines technologijas siekti tvarių pedagoginių ir vadybinių pokyčių.

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