Embracing the Data-Driven Paradigm: A Comprehensive Framework for Effective Teaching and Learning in Higher Education
The present study investigated the pragmatic implementation and efficacy of data-driven instructional approaches. The complete framework is underpinned by stated objectives, a robust data infrastructure, adaptive practises, and ongoing collaboration. The present study adopted a mixed-methods researc...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Noyam Journals
2023-12-01
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| Series: | E-Journal of Humanities, Arts and Social Sciences |
| Subjects: | |
| Online Access: | https://noyam.org/wp-content/uploads/2024/01/EHASS202341218.pdf |
| _version_ | 1797337882295271424 |
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| author | Percy Sepeng Matshidiso M. Moleko |
| author_facet | Percy Sepeng Matshidiso M. Moleko |
| author_sort | Percy Sepeng |
| collection | DOAJ |
| description | The present study investigated the pragmatic implementation and efficacy of data-driven instructional approaches. The complete framework is underpinned by stated objectives, a robust data infrastructure, adaptive practises, and ongoing collaboration. The present study adopted a mixed-methods research design, incorporating qualitative interviews with both academics and students, alongside quantitative evaluations of outcomes from Learning Management Systems (LMS). The objective of this study was to examine the complex correlation between instructional practises and data analytics. This study provided evidence of the potential of data-driven methodologies to significantly enhance customised learning and inform timely pedagogical decisions. Nevertheless, the efficacy of these interventions is contingent upon comprehensive training, endorsement from relevant parties, and ongoing enhancement. This study contributes to the current scholarly discourse on the correlation between data analytics and teaching. The argument posits the importance of a strategic integration that considers both technological and human-centric considerations. |
| first_indexed | 2024-03-08T09:20:08Z |
| format | Article |
| id | doaj.art-73c34dbe83104bba8089f9a4f41a1434 |
| institution | Directory Open Access Journal |
| issn | 2720-7722 |
| language | English |
| last_indexed | 2024-03-08T09:20:08Z |
| publishDate | 2023-12-01 |
| publisher | Noyam Journals |
| record_format | Article |
| series | E-Journal of Humanities, Arts and Social Sciences |
| spelling | doaj.art-73c34dbe83104bba8089f9a4f41a14342024-01-31T12:24:44ZengNoyam JournalsE-Journal of Humanities, Arts and Social Sciences2720-77222023-12-01412206218https://doi.org/10.38159/ehass.202341218Embracing the Data-Driven Paradigm: A Comprehensive Framework for Effective Teaching and Learning in Higher EducationPercy Sepeng 0https://orcid.org/0000-0003-4017-6898Matshidiso M. Moleko1https://orcid.org/0000-0002-1437-7218 Department of Natural Sciences Teaching, Sol Plaatje University, Kimberley, South AfricaDepartment of Curriculum Studies, University of South Africa, Tshwane, South Africa.The present study investigated the pragmatic implementation and efficacy of data-driven instructional approaches. The complete framework is underpinned by stated objectives, a robust data infrastructure, adaptive practises, and ongoing collaboration. The present study adopted a mixed-methods research design, incorporating qualitative interviews with both academics and students, alongside quantitative evaluations of outcomes from Learning Management Systems (LMS). The objective of this study was to examine the complex correlation between instructional practises and data analytics. This study provided evidence of the potential of data-driven methodologies to significantly enhance customised learning and inform timely pedagogical decisions. Nevertheless, the efficacy of these interventions is contingent upon comprehensive training, endorsement from relevant parties, and ongoing enhancement. This study contributes to the current scholarly discourse on the correlation between data analytics and teaching. The argument posits the importance of a strategic integration that considers both technological and human-centric considerations.https://noyam.org/wp-content/uploads/2024/01/EHASS202341218.pdfdata-driven pedagogydata literacylearning management systems |
| spellingShingle | Percy Sepeng Matshidiso M. Moleko Embracing the Data-Driven Paradigm: A Comprehensive Framework for Effective Teaching and Learning in Higher Education E-Journal of Humanities, Arts and Social Sciences data-driven pedagogy data literacy learning management systems |
| title | Embracing the Data-Driven Paradigm: A Comprehensive Framework for Effective Teaching and Learning in Higher Education |
| title_full | Embracing the Data-Driven Paradigm: A Comprehensive Framework for Effective Teaching and Learning in Higher Education |
| title_fullStr | Embracing the Data-Driven Paradigm: A Comprehensive Framework for Effective Teaching and Learning in Higher Education |
| title_full_unstemmed | Embracing the Data-Driven Paradigm: A Comprehensive Framework for Effective Teaching and Learning in Higher Education |
| title_short | Embracing the Data-Driven Paradigm: A Comprehensive Framework for Effective Teaching and Learning in Higher Education |
| title_sort | embracing the data driven paradigm a comprehensive framework for effective teaching and learning in higher education |
| topic | data-driven pedagogy data literacy learning management systems |
| url | https://noyam.org/wp-content/uploads/2024/01/EHASS202341218.pdf |
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