ABSTRACT
Feedback plays an integral role in the learning process serving as a vital component for improvement and motivation. Typically, teachers provide feedback by considering various factors, such as the specific course context, the timing, and learners’ needs. However, when designing feedback in settings like Massive Open Online Courses (MOOCs), challenges arise due to the lack of the direct learner–teacher interaction, and the diverse and large learner population. In such cases, learning analytics (LA) emerges as a valuable solution for scaling up feedback by offering insights into learner progress and facilitating automatic or semi-automatic tailored interventions. Nevertheless, existing literature highlights a lack of pedagogical and contextual grounding on teacher-led LA-based proposals, as well as insufficient guidance for teachers on effectively using LA indicators to create suitable interventions. This chapter discusses the importance of feedback in MOOCs and highlights different key aspects for the design of effective feedback. Furthermore, it introduces FeeD4Mi, a conceptual framework, developed following a human-centred approach. FeeD4Mi enables scalable, contextualised, and personalised interventions rooted in pedagogical theories to enhance feedback effectiveness. Additionally, this chapter presents an illustrative scenario regarding the FeeD4Mi application within an MOOC case. We envision that this research fosters participatory approaches for designing, delivering, and evaluating LA-informed feedback interventions in authentic educational settings.
