scholarly journals Student Online Activity in Blended Learning: A Learning Analytics Perspective of Professional Teacher Education Studies in Finland

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110566
Author(s):  
Arto O. Salonen ◽  
Annukka Tapani ◽  
Sami Suhonen
Keyword(s):  
Teacher Education ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Environments ◽  
Learning Analytics ◽  
Digital Learning ◽  
Online Activity ◽  
Professional Teacher ◽  
Digital Learning Environments ◽  
The Impact

Distance learning is rapidly gaining ground globally. In this case study, we focused on professional (vocational) teacher education (PTE) student online activity in a blended learning context. We applied learning analytics (LA) to identify students’ ( n = 19) online study patterns. Our key interest was in determining when and what kinds of online activity and behavior PTE students engage in during their studies. We applied quantitative content analysis to analyze the students’ behavior. Moodle’s event log enabled us to identify active hours and days, variation in use of learning materials, the impact of interventions, and stumbling blocks to student learning in the study unit. Based on our data, educator availability is an essential factor for good student engagement in digital learning environments. Interaction forums are important for PTE students effective learning. Monday and Tuesday afternoons are the most effective times for educators to be available for PTE students. There is a clear need for contact learning in professional teacher education, even when operating in digital learning environments. It plays an essential role in keeping students’ activity alive. It could be beneficial to plan a post-process for students who do not graduate as planned, including regular group meetings for supporting studies, receiving guidance, and meeting peers. PTE students’ behavior in a distance learning environment in the context of blended learning follows Zipf’s law, which models the occurrence of distinct objects in particular sorts of collections.

scholarly journals Blended Learning Environments in Inclusive Education at the University

2020 ◽  
Vol 15 (21) ◽  
pp. 145
Author(s):  
Yaqun Zhang ◽  
Fayruza Rebrina ◽  
Fairuza Sabirova ◽  
Julia Afanaseva
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Inclusive Education ◽  
Educational Process ◽  
Digital Learning ◽  
Education Development ◽  
Current State ◽  
The University ◽  
Digital Learning Environments

The modern education system in most countries is built on providing equitable education opportunities to all people, regardless of the limitations they have. There are no significant problems in primary and secondary inclusive education, while most traditional higher education models are not sufficiently adapted to the needs of people with learning disabilities. Thus, it has been replaced by a blended learning model built on new digital learning environments in recent years. The aim of the article is to study the blended learning environment of inclusive educa-tion systems in China and Russia. The article presents the findings of a “The Global Learner Survey”, conducted on behalf of Pearson in May 2019 by The Harris Poll. The survey involved over 11,000 learners aged 16-70 across nine-teen countries. Additionally, statistics on the higher education development in Russia and China were used. The analysis of the current state of higher education in Russia and China, as well as the development of a blended learning environ-ment, shows the positive effect as that it allows students with limited educational opportunities to integrate into the educational and public life of the university and implement all types of rehabilitation along with the educational process.

scholarly journals Informing learning design through analytics: Applying network graph analysis

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Dirk Ifenthaler ◽  
David Gibson ◽  
Eva Dobozy
Keyword(s):  
Learning Environments ◽  
Learning Analytics ◽  
Graph Analysis ◽  
Learning Design ◽  
Digital Learning ◽  
Time Data ◽  
Network Graph ◽  
Dynamic Learning ◽  
The Impact

Learning design has traditionally been thought of as an activity occurring prior to the presentation of a learning experience or a description of that activity. With the advent of near real-time data and new opportunities of representing the decisions and actions of learners in digital learning environments, learning designers can now apply dynamic learning analytics information on the fly in order to evaluate learner characteristics, examine learning designs, analyse the effectiveness of learning materials and tasks, adjust difficulty levels, and measure the impact of interventions and feedback. In a case study with 3550 users, the navigation sequence and network graph analysis demonstrate a potential application of learning analytics design. Implications based on the case study show that integration of analytics data into the design of learning environments is a promising approach.

scholarly journals Vocabulário, complexidade textual e compreensão de leitura em ambientes digitais de ensino: uma investigação inicial com alunos do Ensino Médio / Vocabulary, textual complexity and reading comprehension in digital learning environments: an initial investigation with high school students

2016 ◽  
Vol 9 (2) ◽  
pp. 64-76
Author(s):  
Maria José Bocorny Finatto ◽  
Monica Stefani ◽  
Aline Evers ◽  
Bianca Franco Pasqualini
Keyword(s):  
High School Students ◽  
Distance Learning ◽  
Learning Environments ◽  
Learning Activities ◽  
Digital Learning ◽  
School Students ◽  
Initial Investigation ◽  
Digital Environments ◽  
Digital Learning Environments ◽  
Selection Of

RESUMO:Neste artigo, relata-se uma investigação inicial que pretendeu qualificar a elaboração e a facilidade de uso de recursos didáticos para Educação a Distância (EAD) na área de Letras/Língua Portuguesa e Leitura. Apresentam-se o planejamento do recurso, a seleção de materiais e as noções teóricas envolvidas e o desenho inicial da atividade, que consistiu em ler e avaliar a complexidade de um conjunto de textos curtos. A experiência revelou sucesso apenas para um pequeno grupo controlado de alunos e insucesso em grande grupo, sem controle. Para a melhoria do recurso criado e da sua implementação didática, indica-se a necessidade de realização de atividades prévias presenciais de estudo com os grupos envolvidos e de avaliação de resultados com os alunos respondentes após a tarefa realizada.PALAVRAS-CHAVE: ambientes digitais; complexidade textual; recursos de EAD; vocabulário. ABSTRACT: In this paper, we describe an initial investigation that intended to qualify the elaboration and usability of didactic resources for Distance Learning (DL) in the field of Languages/Portuguese Language and Reading. We present the planning of the resource, the selection of materials and the theoretical notions involved, and the initial design of the activity, which consisted in reading and evaluating the complexity of a set of short texts. The experience was successful only for a small controlled group of students and unsuccessful for the large uncontrolled group. In order to improve the devised resource and implement it didactically, there is the need to perform previous presential learning activities with the involved groups and proceed with the student’s evaluation of the results after the task is accomplished.KEYWORDS: digital environments; textual complexity; distance learning resources; vocabulary.

The Invisible Breadcrumbs of Digital Learning

2020 ◽  
pp. 302-316
Author(s):  
Luc Paquette ◽  
Nigel Bosch
Keyword(s):  
Data Mining ◽  
Learning Environments ◽  
Test Scores ◽  
Learning Analytics ◽  
Educational Data Mining ◽  
Digital Learning ◽  
Fine Grained ◽  
Digital Learners ◽  
High Level ◽  
Digital Learning Environments

A main opportunity provided by digital learning environments is the ability to not only examine the final products of learning activities (e.g., essays, test scores, final answers to problems), but also the detailed logs of how learners interact with the environment itself. Those logs of the learners' actions serve as breadcrumbs marking the path they take as they engage with the environment, providing fine-grained information about when and how they interact with specific components of its user interface. The emerging fields of learning analytics and educational data mining have taken a particular interest in studying how we can make sense of those fine-grained interactions to better inform us of digital learners' experiences and how we can provide new opportunities to better support learners as they engage with digital learning environments. This chapter discusses how those fine-grained logs can be analyzed to identify high-level behaviors, investigate their relationships with learning, and provide us with insights about how to adapt learning environments to learners' needs.

Using learning analytics to explore self-regulated learning in flipped blended learning music teacher education

2017 ◽  
Vol 50 (1) ◽  
pp. 114-127 ◽  
Author(s):  
Amanda P. Montgomery ◽  
Amin Mousavi ◽  
Michael Carbonaro ◽  
Denyse V. Hayward ◽  
William Dunn
Keyword(s):  
Teacher Education ◽  
Blended Learning ◽  
Learning Analytics ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Notes on Corpoliteracy: Bodies in Post-digital Educational Contexts

2021 ◽  
pp. 167-182
Author(s):  
Gila Kolb
Keyword(s):  
Learning Environments ◽  
Teaching Practices ◽  
Power Relations ◽  
Teaching And Learning ◽  
Digital Art ◽  
Digital Learning ◽  
Conceptions Of Learning ◽  
Global Pandemic ◽  
Art Teaching ◽  
Digital Learning Environments

AbstractThis chapter demonstrates the potential to challenge power relations, and reconsider teaching practices and conceptions of learning bodies. How do bodies in a digital learning setting perform are read and observed? How they can be included in learning settings? Since teaching and learning increasingly take part in digital learning environments, especially since the outbreak of the COVID-19 global pandemic, digital art teaching needs rethinking toward the knowledge of learning bodies and of the perception of learning in the digital realm: a digital corpoliteracy.

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