scholarly journals Demystifying Learning Analytics in Personalised Learning

2018 ◽  
Vol 7 (3) ◽  
pp. 1124 ◽  
Author(s):  
Andino Maseleno ◽  
Noraisikin Sabani ◽  
Miftachul Huda ◽  
Roslee Ahmad ◽  
Kamarul Azmi Jasmi ◽  
...  
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Learning Analytics ◽  
Educational Institutions ◽  
Learning Resources ◽  
Personalised Learning ◽  
Report Data ◽  
Overall Performance ◽  
The Relationship ◽  
Specific Learning

This paper presents learning analytics as a mean to improve students’ learning. Most learning analytics tools are developed by in-house individual educational institutions to meet the specific needs of their students. Learning analytics is defined as a way to measure, collect, analyse and report data about learners and their context, for the purpose of understanding and optimizing learning. The paper concludes by highlighting framework of learning analytics in order to improve personalised learning. In addition, it is an endeavour to define the characterising features that represents the relationship between learning analytics and personalised learning environment. The paper proposes that learning analytics is dependent on personalised approach for both educators and students. From a learning perspective, students can be supported with specific learning process and reflection visualisation that compares their respective performances to the overall performance of a course. Furthermore, the learners may be provided with personalised recommendations for suitable learning resources, learning paths, or peer students through recommending system. The paper’s contribution to knowledge is in considering personalised learning within the context framework of learning analytics. 

Forschungsfeld Learning Analytics

i-com ◽  
2012 ◽  
Vol 11 (1) ◽  
pp. 22-25 ◽  
Author(s):  
Mohamed Amine Chatti ◽  
Anna Lea Dyckhoff ◽  
Ulrik Schroeder ◽  
Hendrik Thüs
Keyword(s):  
Learning Process ◽  
Learning Analytics ◽  
Future Trend ◽  
Educational Institutions ◽  
Technology Enhanced Learning ◽  
Research Opportunities ◽  
Learning And Teaching ◽  
Process Learning ◽  
Enhanced Learning

Summary Learning analytics has attracted a great deal of attention in technology enhanced learning (TEL) in recent years as educational institutions and researchers are increasingly seeing the potential that learning analytics has to support the learning process. Learning analytics has been identified as a possible key future trend in learning and teaching (Johnson et al., 2011). Analytics can be a powerful tool to support learning. There are, however, a number of issues that need to be addressed before starting analytics projects. In this paper, we identify various challenges and research opportunities in the emerging area of learning analytics.

Content, Context & Connectivity Persuasive Interplay

2013 ◽  
Vol 1 (2) ◽  
pp. 69-77
Author(s):  
Christian Grund Sørensen
Keyword(s):  
Learning Environment ◽  
Learning Objects ◽  
Technology Enhanced Learning ◽  
Learning Tools ◽  
Research Project ◽  
The Relationship ◽  
Enhanced Learning ◽  
Dynamic Interplay ◽  
Specific Learning

The aim of this paper is to discuss the relationship between content, context and connectivity and suggesting a model of Dynamic Interplay. This is done in relation to a specific learning environment concerning cultural mediation, in casu the Kaj Munk Case of the EuroPLOT-project (an EU-supported research project under EACEA). In the development of this project several categories of content have been implemented in technology enhanced learning tools. These have been designed to support learning in different contexts and eventually the role of the connectivity of these learning objects and tools is discussed. Focus is here on The Kaj Munk Study Edition, The Conceptual Pond, Immersive Layers Design, and Generative Learning Objects (GLOs) which are applications affiliated with the Munk case. This paper explores the persuasive potential of the interplay between the different applications for the benefit of learning and reflection and a model of Dynamic Interplay is introduced. This is done with a primary inspiration from rhetoric particularly in the shape of the Aptum model and a focus on kairos. Possible benefits of this approach are discussed and several questions for further research are suggested.

A Study on the Impact of Learning Analytics to Evaluate Students' Performance in Higher Education

2018 ◽  
pp. 19-27
Author(s):  
Neerja Singh
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Learning Analytics ◽  
Educational Institutions ◽  
Massive Scale ◽  
Overall Performance ◽  
The Impact ◽  
The Way

Learning analytics is receiving increased awareness because it helps educational institutions in growing student retention, enhancing student fulfillment, and easing the burden of accountability. Although those massive-scale issues are worthy of attention, schools may additionally be inquisitive about how they can use learning analytics in their personal guides to assist their students. In this chapter, the authors define learning analytics, the way it has been used in educational establishments, what learning analytics tools are available, and how college can make use of facts in their publications to reveal scholar overall performance. Finally, the authors articulate several problems and uncertainties with the usage of learning analytics in higher education.

scholarly journals Curricular Design Analysis: A Data-Driven Perspective

2014 ◽  
Vol 1 (3) ◽  
pp. 84-119 ◽  
Author(s):  
Gonzalo Mendez ◽  
Xavier Ochoa ◽  
Katherine Chiluiza ◽  
Bram De Wever
Keyword(s):  
Academic Performance ◽  
Computer Science ◽  
Learning Process ◽  
Learning Analytics ◽  
Data Driven ◽  
Educational Institutions ◽  
Science Program ◽  
Curricular Design ◽  
Micro Level ◽  
Course Difficulty

Learning analytics has been as used a tool to improve the learning process mainly at the micro-level (courses and activities).  However, another of the key promises of Learning Analytics research is to create tools that could help educational institutions at the meso- and macro-level to gain a better insight of the inner workings of their programs, in order to tune or correct them. This work presents a set of simple techniques that applied to readily available historical academic data could provide such insights. The techniques described are real course difficulty estimation, course impact on the overall academic performance of students, curriculum coherence, dropout paths and load/performance graph. The usefulness of these techniques is validated through their application to real academic data from a Computer Science program. The results of the analysis are used to obtain recommendations for curriculum re-design.

Putri Ajusti Zalmi (19016186) Esai Metlit Bahasa Inggris

2021 ◽  
Author(s):  
Putri Ajusti Zalmi
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Social Relations ◽  
Learning Process ◽  
Learning Resources

The environment has an influence on a person, especially in the use of language. Language is a means of communication acquired by humans from birth. The use of language is closely related to social relations between speakers in the midst of language learning. The learning process is a process of interaction between students and learning resources in a learning environment.

Personalised E-Learning

2014 ◽  
pp. 744-755 ◽  
Author(s):  
Eileen O'Donnell ◽  
Mary Sharp ◽  
Vincent Wade ◽  
Liam O'Donnell
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Prior Knowledge ◽  
Learning Experiences ◽  
Immediate Feedback ◽  
Traditional Concept ◽  
Personalised Learning ◽  
Learning Content ◽  
E Learning ◽  
Specific Learning

Society's use of mobile applications that instantaneously dynamically adapt to input has had the effect of users expecting immediate feedback from all applications based on their specific needs. The traditional concept of a one size fits all approach to managing an online learning environment could perhaps be improved by the inclusion of personalised learning experiences for students based on their prior knowledge. The purpose of personalised e-learning is to tailor learning content to the specific learning requirements of individual students. The focus of this chapter is to review the topic of personalised e-learning and discuss the issues and problems educators may encounter in assessing students' prior knowledge. Information on students' prior knowledge is required to inform the process to facilitate personalised e-learning experiences based on prior knowledge.

scholarly journals TOWARDS WEBCAM-BASED FACE DIRECTION TRACKING TO DETECT LEARNERS' ATTENTION WITHIN ASYNCHRONOUS E-LEARNING ENVIRONMENT

2021 ◽  
Vol XLVI-4/W5-2021 ◽  
pp. 445-449
Author(s):  
N. T. A. Ramaha ◽  
İ. R. Karaş ◽  
E. Gül ◽  
M. R. Bozkurt ◽  
R. Yayvan
Keyword(s):  
Computer Vision ◽  
Learning Environment ◽  
Learning Environments ◽  
Learning Process ◽  
Motivational Factors ◽  
Suggested Method ◽  
Educational Institutions ◽  
E Learning

Abstract. Recently, as a consequence of COVID-19 pandemic, the delivery of education at most of the educational institutions depended mainly on e-learning. So, the researchers give more attention for both synchronous and asynchronous e-learning. Although from an economical perspective, asynchronous e-learning seems to be the best e-learning option for institutions, still one of the biggest challenges is how to keep learners motivated for the entire learning process. One of important motivational factors that drives the success of the learning process is the learner attention. Therefore, to retain the learners' attention during the asynchronous e-learning process, we need first to detect their loss of attention. Accordingly, more studies started to focus on detecting learners’ attention. However, those studies can't be widely used for attention detection within asynchronous e-learning environments, as the used approaches tend to be inaccurate, and complex for the design and maintain. In contrast, in this study, we explore the possibility to find a simple way that can be widely used to detect learners' attention within the asynchronous e-learning environments. Therefore, we used webcams which are available in almost every laptop, and computer vision tools to detect learners' attention by tracking their faces. Thereafter, we evaluated the accuracy of our suggested method, the result of this evaluation showed that our method is efficient.

scholarly journals URGENSI LINGKUNGAN BELAJAR YANG KONDUSIF DALAM MENDORONG SISWA BELAJAR AKTIF

2019 ◽  
Vol 11 (1) ◽  
pp. 41
Author(s):  
ARIANTI ARIANTI
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Learning Process ◽  
Learning Strategy ◽  
Interaction Process ◽  
Learning Resources ◽  
School Learning ◽  
Active Learning Strategy

This journal discusses the urgency of a conducive learning environment in encouraging students to learn actively. A conducive school learning environment is closely related to the quality of student learning. It is realized that a conducive class can prevent students from boredom, boredom and psychological fatigue, while another conducive class conducts motivation and endurance in learning. In an active learning environment, students are not burdened individually in solving problems encountered in learning, but they can ask each other and discuss so that the burden of learning for them did not happen. With this active learning strategy is expected to grow and develop all the potential that they have so that in the end can optimize their learning results. Therefore, in the learning process of teachers play a role as mentors. Teachers should try to enliven and motivate students to create a conducive interaction process in the learning process in the classroom. In an active learning process it occurs a dialogue that interactions between students with students, students with teachers or students with other learning resources.

scholarly journals Proses Pembelajaran Siswa Sekolah Dasar di MI Nurul Hikmah

AS-SABIQUN ◽  
2020 ◽  
Vol 2 (1) ◽  
pp. 43-48
Author(s):  
Siti Nurfaizah ◽  
Putri Oktavia
Keyword(s):  
Student Achievement ◽  
Learning Environment ◽  
Student Learning ◽  
Learning Process ◽  
Teaching Staff ◽  
Learning Achievement ◽  
Improve Student Achievement ◽  
Quality Learning ◽  
The Relationship

The study was conducted to analyze the relationship between the learning environment and the learning process in an effort to improve student achievement in school, analysis using qualitative methods. Research conducted on madrasa ibtidaiyah teachers NURUL HIKMAH. From this study it can be seen that the learning environment has a positive relationship with student learning achievement, as well as the learning process that has a positive and significant relationship to student learning achievement, this shows that good student achievement can be done in an effort to improve the quality of the learning environment at school and the existence of a quality learning process, thus efforts to improve student achievement can be done by improving and improving the quality of the learning process as well as an increase in the quality of teaching staff in schools so that they are more professional in carrying out their duties and responsibilities as a teacher.

scholarly journals Supporting Interoperability and Context-Awareness in E-Learning through Situation-Driven Learning Processes

2011 ◽  
pp. 115-137
Author(s):  
Stefan Dietze ◽  
Alessio Gugliotta ◽  
John Domingue
Keyword(s):  
Learning Process ◽  
Learning Technologies ◽  
Learning Processes ◽  
Learning Goals ◽  
Learning Resources ◽  
Metadata Standard ◽  
Metadata Standards ◽  
E Learning ◽  
Actual Learning ◽  
Specific Learning

Current E-Learning technologies primarily follow a data and metadata-centric paradigm by providing the learner with composite content containing the learning resources and the learning process description, usually based on specific metadata standards such as ADL SCORM or IMS Learning Design. Due to the design-time binding of learning resources, the actual learning context cannot be considered appropriately at runtime, what limits the reusability and interoperability of learning resources. This paper proposes Situation-driven Learning Processes (SDLP) which describe learning processes semantically from two perspectives: the user perspective considers a learning process as a course of learning goals which lead from an initial situation to a desired situation, whereas the system perspective utilizes Semantic Web Services (SWS) technology to semantically describe necessary resources for each learning goal within a specific learning situation. Consequently, a learning process is composed dynamically and accomplished in terms of SWS goal achievements by automatically allocating learning resources at runtime. Moreover, metadata standard-independent SDLP are mapped to established standards such as ADL SCORM and IMS LD. As a result, dynamic adaptation to specific learning contexts as well as interoperability across different metadata standards and application environments is achieved. To prove the feasibility, a prototypical application is described finally.

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