scholarly journals Learning analytics dashboards for adaptive support in face-to-face collaborative argumentation

2021 ◽  
Vol 163 ◽  
pp. 104041
Author(s):  
Jeongyun Han ◽  
Kwan Hoon Kim ◽  
Wonjong Rhee ◽  
Young Hoan Cho
Keyword(s):  
Learning Analytics ◽  
Face To Face ◽  
Collaborative Argumentation ◽  
Adaptive Support

scholarly journals Using Learning Analytics to Evaluate Course Design and Student Behavior in an Online Wine Business Course

2019 ◽  
Vol 27 (4) ◽  
Author(s):  
Kerry Wilkinson ◽  
Imogen McNamara ◽  
David Wilson ◽  
Karina Riggs
Keyword(s):  
Learning Analytics ◽  
Course Design ◽  
Learning Resources ◽  
Online Delivery ◽  
Face To Face ◽  
Video Lectures ◽  
Audio Recordings ◽  
Business Course ◽  
E Learning ◽  
The Impact

This case study describes the use of learning analytics to evaluate the transition of a postgraduate wine business course from face-to-face to online delivery using e-learning course design principles. Traditionally, Foundations of Wine Science lectures were delivered face-to-face, however the decision to transition the course from semester to trimester format presented an opportunity for online delivery of lectures. This was initially achieved through audio recordings, then video lectures, supported by a range of digital learning resources intended to engage, support and enhance student learning and the student experience. Descriptive analysis of learning analytics, comprising assessment results, student evaluations of learning and teaching, and data sourced from the Learning Management System, was performed to evaluate the impact of online delivery of course content on student performance, satisfaction and engagement. The use of audio lecture recordings negatively impacted students’ perception of the overall quality of the course (including course organisation, learning strategies and learning resources). The subsequent implementation of e-learning designed video lectures was considered superior to audio recordings, albeit final grades were not significantly different between the delivery modes. However, student engagement was equal to, or better than face-to-face delivery, when content was designed specifically for an e-learning environment.

scholarly journals Learning analytics som udgangspunkt for refleksion over didaktisk design i blended learning

2016 ◽  
Vol 9 (16) ◽  
Author(s):  
Anne-Mette Nortvig
Keyword(s):  
Blended Learning ◽  
Learning Analytics ◽  
Face To Face

Denne artikel vil tage udgangspunkt i learning analytics, som et nyt felt i forskningen inden for bl.a. it-didaktisk design, og artiklen vil argumentere for, at learning analytics kan og bør bidrage til designrefleksioner. Med udgangspunkt i empiri fra et blended learning-baseret mastermodul ved [X] Universitet vil artiklen præsentere, analysere og diskutere to cases, hvori learning analytics spiller en central rolle. I den ene case undersøges det, hvordan studerende bruger og interagerer med video podcasts som forberedelse til face-to-face undervisning, når podcasten henviser til andre læringsressourcer hhv. fungerer som stand-alone ressource. I den anden case undersøges, – ligeledes gennem learning analytics – hvilken indflydelse øjenkontakt har for de studerendes interaktion med video podcasts og for deres udbytte af dens indhold. Artiklen peger på, hvordan et mix af kvantitative og kvalitative data kan bidrage til at udvide forståelse af studerendes læring og interaktioner med læringsressourcer, og den argumenterer for, at der med inddragelse af learning analytics kan skabes anledning til nye refleksioner over et didaktisk design.

scholarly journals A Visual Dashboard to Track Learning Analytics for Educational Cloud Computing

Sensors ◽  
2019 ◽  
Vol 19 (13) ◽  
pp. 2952 ◽  
Author(s):  
Diana M. Naranjo ◽  
José R. Prieto ◽  
Germán Moltó ◽  
Amanda Calatrava
Keyword(s):  
Cloud Computing ◽  
Real World ◽  
Learning Analytics ◽  
Self Regulation ◽  
Time Frame ◽  
Self Awareness ◽  
Face To Face ◽  
Student Activity ◽  
Amazon Web Services ◽  
High Level

Cloud providers such as Amazon Web Services (AWS) stand out as useful platforms to teach distributed computing concepts as well as the development of Cloud-native scalable application architectures on real-world infrastructures. Instructors can benefit from high-level tools to track the progress of students during their learning paths on the Cloud, and this information can be disclosed via educational dashboards for students to understand their progress through the practical activities. To this aim, this paper introduces CloudTrail-Tracker, an open-source platform to obtain enhanced usage analytics from a shared AWS account. The tool provides the instructor with a visual dashboard that depicts the aggregated usage of resources by all the students during a certain time frame and the specific use of AWS for a specific student. To facilitate self-regulation of students, the dashboard also depicts the percentage of progress for each lab session and the pending actions by the student. The dashboard has been integrated in four Cloud subjects that use different learning methodologies (from face-to-face to online learning) and the students positively highlight the usefulness of the tool for Cloud instruction in AWS. This automated procurement of evidences of student activity on the Cloud results in close to real-time learning analytics useful both for semi-automated assessment and student self-awareness of their own training progress.

Ethical Responsibilities of Preserving Academicians in an Age of Mechanized Learning

2018 ◽  
pp. 210-240
Author(s):  
James E. Willis III ◽  
Viktoria Alane Strunk
Keyword(s):  
Learning Analytics ◽  
Teaching And Learning ◽  
New Technologies ◽  
Online Courses ◽  
Care Ethics ◽  
Face To Face ◽  
Ethical Frameworks ◽  
Automated Technology ◽  
Educational Delivery

In quickly-changing educational delivery modalities, the central role of the instructor is being redefined by technology. Examining some of the various causes with ethical frameworks of utilitarianism, relativism, and care ethics, the centrality of human agency in educational interaction is argued to be indispensable. While exploring the forefront of online, face-to-face, and massive open online courses, the shape and technique of teaching and learning as well as their corollary research methodologies are being modified with automated technology. Ethical engagement with new technologies like learning analytics, automatic tutors, and automated, rubric-driven graders is proposed to be a frontier of critical thinking.

scholarly journals Analysis of Online Learning Behaviour from a Tutor Perspective: Reflections on Interactive Teaching and Learning in the Big Data Era1

2015 ◽  
Vol 10 (2) ◽  
pp. 29-48 ◽  
Author(s):  
Yanhui Han* ◽  
Shunping Wei ◽  
Shaogang Zhang
Keyword(s):  
Big Data ◽  
Learning Process ◽  
Learning Analytics ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Process Data ◽  
Accurate Analysis ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Education In China

In the field of education in China, a large number of learning management systems have been deployed, in which vast amounts of data on learners and learning processes have been stored. How can one make use of these data? How can one transform the data into information and knowledge that inform decision-making in teaching and optimize learning? These questions have become a matter of concern for educators and learners. Learning analytics helps to unlock the value of the learning process data, so that the data can become an important basis for prudent decisions and process optimization. 'Learning analytics' was listed in the 2013 NMC Horizon Report as one of the emerging technologies that will have a great impact on learning, teaching and innovative research in higher education in two to three years. The report notes that learning analytics aims to decipher trends and patterns in the teaching and learning process from educational big data. In this paper, an online course on the Moodle platform is used for the research. The study examines reflection on online teaching and learning based on massive records of the learning process from the perspective of a tutor employing learning analytics. It is a brand new form of reflection on teaching and learning. The analysis of interactive course forums can help tutors to focus on key teaching and learning activities, and achieve more accurate analysis than with conventional face-to-face teaching activities. The research indicates that learning analytics is effective in supporting tutor reflection on interactive online teaching and learning.

scholarly journals More than one way to flip a class: learning analytics for mixed models of learning

2016 ◽  
Vol 8 (12) ◽  
Author(s):  
Alan Dix
Keyword(s):  
Mixed Models ◽  
Learning Analytics ◽  
Flipped Classroom ◽  
Academic Motivation ◽  
Well Being ◽  
Small Scale ◽  
Face To Face ◽  
Fine Grain ◽  
Personal Experiences

This case study presents personal experiences in the reuse of materials, originally prepared for a small-scale MOOC, in face-to-face flipped classroom and blended learning teaching.  While some of the literature on the flipped classroom suggests a quite uniform pedagogic style for each class, albeit differing between advocates, the experience of the author was far more pedagogically diverse depending on the type of material and workload of the students.   Fine-grain learning analytics were also critical; these both allowed targeted feedback (enhancing student learning) and gave a sense of control (enhancing academic motivation and well being).

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