Analysis of Students Performance Using Learning Analytics—A Case Study

2020 ◽  
pp. 615-625
Author(s):  
Manjula Sanjay Koti ◽  
Samyukta D. Kumta
Keyword(s):  
Learning Analytics

scholarly journals Automated Feedback Is Nice and Human Presence Makes It Better: Teachers’ Perceptions of Feedback by Means of an E-Portfolio Enhanced with Learning Analytics

2021 ◽  
Vol 11 (6) ◽  
pp. 278
Author(s):  
Pihel Hunt ◽  
Äli Leijen ◽  
Marieke van der Schaaf
Keyword(s):  
Learning Analytics ◽  
Electronic Portfolio ◽  
Human Interaction ◽  
Web Based ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
Group Interviews ◽  
Automated Feedback ◽  
Development Course

While there is now extensive research on feedback in the context of higher education, including pre-service teacher education, little has been reported regarding the use of feedback from teachers to other teachers. Moreover, literature on the potential advantages that the use of technology, for example electronic portfolios and learning analytics, has in improving feedback in the in-service workplace practices, is also sparse. Therefore, the aim of this exploratory case study was to explore how in-service teachers perceived the peer feedback they received and provided through a web-based electronic portfolio during a professional development course carried out in their workplace. Questionnaire and interview data were collected from 38 teachers who received feedback through a learning analytics enhanced electronic portfolio and from 23 teachers who received feedback only by the electronic portfolio. Additionally, one individual and four focus group interviews were conducted with 15 teachers who were the feedback providers. Several common topics were identified in the interviews with the feedback receivers and providers, involving the benefits and challenges of human interaction and the flexibility of the feedback process that the electronic portfolio offered. The results also revealed better feedback experience within the group of teachers who received extra feedback by means of learning analytics. It is concluded that although an electronic portfolio provides a useful tool in terms of flexibility in the provision and receipt of feedback, the need for human interaction was acknowledged.

scholarly journals Understanding Learner Behaviour in Online Courses through Learning Analytics

2021 ◽  
pp. 381-390
Author(s):  
D. Thammi Raju ◽  
G. R. K. Murthy ◽  
S. B. Khade ◽  
B. Padmaja ◽  
B. S. Yashavanth ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Learning Experience ◽  
Training Needs ◽  
Online Course ◽  
Quality Of Education ◽  
Time Data

Building an effective online course requires an understanding of learning analytics. The study assumes significance in the COVID 19 pandemic situation as there is a sudden surge in online courses. Analysis of the online course using the data generated from the Moodle Learning Management System (LMS), Google Forms and Google Analytics was carried out to understand the tenants of an effective online course. About 515 learners participated in the initial pre-training needs & expectations’ survey and 472 learners gave feedback at the end, apart from the real-time data generated from LMS and Google Analytics during the course period. This case study analysed online learning behaviour and the supporting learning environment and suggest critical factors to be at the centre stage in the design and development of online courses; leads to the improved online learning experience and thus the quality of education. User needs, quality of resources and effectiveness of online courses are equally important in taking further online courses.

The Marginal Syllabus

2018 ◽  
pp. 17-58 ◽  
Author(s):  
Jeremiah H. Kalir ◽  
Francisco Perez
Keyword(s):  
Discourse Analysis ◽  
Data Collection ◽  
Learning Analytics ◽  
Meaning Making ◽  
Educational Equity ◽  
Political Agency ◽  
Design Experiment ◽  
Social Design ◽  
Web Annotation

This case study examines educator learning as mediated by open web annotation among sociopolitical texts and contexts. The chapter introduces annotation practices and conceptualizes intertextuality to describe how open web annotation creates dialogic spaces which gather together people and texts, coordinates meaning-making, and encourages political agency. This perspective on texts-as-contexts is used to present and analyze educator participation in the Marginal Syllabus, a social design experiment that leverages open web annotation to foster conversation about educational equity. One conversation from the Marginal Syllabus is analyzed using mixed method approaches to data collection, analysis, and the presentation of findings. Learning analytics and discourse analysis detail how open web annotation mediated educator participation among sociopolitical texts and contexts of professional relevance. The chapter concludes by discussing open web annotation as a means of coordinating educator participation in public conversations about sociopolitical issues related to educational equity.

scholarly journals The scalable implementation of predictive learning analytics at a distance learning university: Insights from a longitudinal case study

2020 ◽  
Vol 45 ◽  
pp. 100725 ◽  
Author(s):  
Christothea Herodotou ◽  
Bart Rienties ◽  
Martin Hlosta ◽  
Avinash Boroowa ◽  
Chrysoula Mangafa ◽  
...  
Keyword(s):  
Distance Learning ◽  
Learning Analytics ◽  
Longitudinal Case Study ◽  
Predictive Learning

scholarly journals Aligning learning design and learning analytics through instructor involvement: a MOOC case study

2019 ◽  
Vol 27 (5-6) ◽  
pp. 685-698 ◽  
Author(s):  
Erkan Er ◽  
Eduardo Gómez-Sánchez ◽  
Yannis Dimitriadis ◽  
Miguel L. Bote-Lorenzo ◽  
Juan I. Asensio-Pérez ◽  
...  
Keyword(s):  
Learning Analytics ◽  
Learning Design

Author response for "Predicting students' knowledge after playing a serious game based on learning analytics data: A case study"

2019 ◽  
Author(s):  
Cristina Alonso‐Fernández ◽  
Iván Martínez‐Ortiz ◽  
Rafael Caballero ◽  
Manuel Freire ◽  
Baltasar Fernández‐Manjón
Keyword(s):  
Learning Analytics ◽  
Serious Game ◽  
Author Response

scholarly journals Combining event- and variable-centred approaches to institution-facing learning analytics at the unit of study level

2017 ◽  
Vol 34 (1) ◽  
pp. 63-78 ◽  
Author(s):  
Nick Kelly ◽  
Maximiliano Montenegro ◽  
Carlos Gonzalez ◽  
Paula Clasing ◽  
Augusto Sandoval ◽  
...  
Keyword(s):  
Big Data ◽  
Learning Analytics ◽  
Process Mining ◽  
Approaches To Learning ◽  
Time Frame ◽  
Data Set ◽  
Content Type ◽  
Modelling Techniques ◽  
Level Of Understanding

Purpose The purpose of this paper is to demonstrate the utility of combining event-centred and variable-centred approaches when analysing big data for higher education institutions. It uses a large, university-wide data set to demonstrate the methodology for this analysis by using the case study method. It presents empirical findings about relationships between student behaviours in a learning management system (LMS) and the learning outcomes of students, and further explores these findings using process modelling techniques. Design/methodology/approach The paper describes a two-year study in a Chilean university, using big data from a LMS and from the central university database of student results and demographics. Descriptive statistics of LMS use in different years presents an overall picture of student use of the system. Process mining is described as an event-centred approach to give a deeper level of understanding of these findings. Findings The study found evidence to support the idea that instructors do not strongly influence student use of an LMS. It replicates existing studies to show that higher-performing students use an LMS differently from the lower-performing students. It shows the value of combining variable- and event-centred approaches to learning analytics. Research limitations/implications The study is limited by its institutional context, its two-year time frame and by its exploratory mode of investigation to create a case study. Practical implications The paper is useful for institutions in developing a methodology for using big data from a LMS to make use of event-centred approaches. Originality/value The paper is valuable in replicating and extending recent studies using event-centred approaches to analysis of learning data. The study here is on a larger scale than the existing studies (using a university-wide data set), in a novel context (Latin America), that provides a clear description for how and why the methodology should inform institutional approaches.

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