Research
I am interested in the following research aspects:
Closing the feedback loop: Exploring, designing, and evaluating analytics to close the feedback loop to learners and teachers across different teaching-learning settings, with a focus on the role of a human-centered design
Socio-Tech Factors in Analytics Use: Unpacking the role of factors such as teachers' beliefs, attitudes, and cultural contexts in their pedagogical decision-making when using Learning Analytics (LA) tools
Technology Enhanced Learning (TEL) and Teachers: Exploring and designing ways for teachers to integrate technology effectively into the teaching-learning process. This includes investigating best practices for TEL implementation, developing strategies and guidelines, and creating teacher professional development programs
Blended and Online Learning: Investigating the effect of flipped classroom design factors (e.g., instructional activities, assessments, etc.) and teacher-related factors (e.g., pedagogical orientations, attitudes, etc.) on the effectiveness of the flipped classroom model.
An evidence-based feedback system for lectures: From data to practice
Tcherly: A data-informed feedback system
Student Feedback System - Captures students’ real-time feedback on their cognitive-affective states from lectures
Teacher-facing Dashboard - Presents the aggregate class feedback to the teachers to inform their instructional actions and decisions, such as revising instructional materials or adapting pedagogy.
How it works?
Setting: A prerecorded video or a classroom lecture
Students provide real-time feedback about their cognitive-affective states (i.e., difficult, easy, boring, or engaging) during the lecture
Feedback is aggregated and provided on a teacher dashboard for teacher reflection and informing instructional actions and decisions
Visit: https://tcherly.com/
Following are some selected publications related to this work:
Chavan, P., Gupta, S., & Mitra, R. (2018, November). A Novel Feedback System for Pedagogy Refinement in Large Lecture Classroom. In Proceedings of the 26th International Conference on Computers in Education (link)
Chavan, P., & Mitra, R. (2022, October). Tcherly: A Teacher-Facing Dashboard for Online Video Lectures. Journal of Learning Analytics, 9(3), 125-151 (link)
Chavan, P., Mitra, R., Sarkar, A., & Panwar, A. (2023, November). A contextualized assessment of reliability and validity of student-initiated momentary self-reports during lectures. Educational technology research and development, 1-37. (link)
StereoChem: An Augmented Reality (AR) app conceptualized & designed by me & my colleague Narasimha Swamy K L
An augmented reality (AR) app, StereoChem: Designed for visualizing augmented 3D molecular models and enhancing the spatial perception of 3D molecules to aid in teaching and learning of stereochemistry concepts.
Below is the publication related to this work:
KL, N. S., Chavan, P. S., & Murthy, S. (2018, July). StereoChem: Augmented Reality 3D Molecular Model Visualization App for Teaching and Learning Stereochemistry. In 2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT) (pp. 252-256). IEEE. (link)
Understanding systems thinking from the perspectives of experience and diversity
Proposed a potential model for developing systems thinking skills in an individual based on experience and diversity.
Preliminary findings: Both diversity and experience in domain experts’ research are key to developing systems thinking skills. The roles can even be compensatory, but one cannot fully replace the other.
Below is the publication related to this work:
Padhi, D. R., Chavan, P., & Mitra, R. (2018, December). Understanding systems thinking from the perspectives of experience and diversity. In 2018 IEEE Tenth International Conference on Technology for Education (T4E) (pp. 122-125). IEEE. (link)