scholarly journals Opportunities to improve learning analytics for student support when using online assessment tools

2021 ◽  
Author(s):  
Ben Hicks ◽  
Kelly Linden ◽  
Neil Van Der Ploeg
Keyword(s):  
Online Learning ◽  
Observational Study ◽  
Learning Analytics ◽  
Assessment Tool ◽  
Student Support ◽  
Assessment Tools ◽  
Online Course ◽  
Online Assessment ◽  
Online Learning Environment ◽  
Future Assessment

Knowing when a student is being productive in an online learning environment is challenging to discern from online trace data. Custom built assessment tools, integrated into a learning management system (LMS), offer a way to obtain finer-grained data not commonly available in existing systems. An exploratory observational study of 1,822 assessment submissions in an online course of 500 students was conducted. All assessments were submitted utilising a new online assessment tool that offered embedded resources, feedback and tracked when words were typed or pasted into the tool. Students were hesitant to consistently use the online editor, moderately used the embedded resources and heavily utilised the feedback. There was moderate evidence that whether or not a student viewed the previous assessments feedback was a better indicator of future assessment success than LMS activity.

Learning Analytics Considered Harmful

2012 ◽  
Vol 16 (3) ◽  
Author(s):  
Laurie P Dringus
Keyword(s):  
Big Data ◽  
Online Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Research Community ◽  
Current Status ◽  
Online Course ◽  
Full Potential

This essay is written to present a prospective stance on how learning analytics, as a core evaluative approach, must help instructors uncover the important trends and evidence of quality learner data in the online course. A critique is presented of strategic and tactical issues of learning analytics. The approach to the critique is taken through the lens of questioning the current status of applying learning analytics to online courses. The goal of the discussion is twofold: (1) to inform online learning practitioners (e.g., instructors and administrators) of the potential of learning analytics in online courses and (2) to broaden discussion in the research community about the advancement of learning analytics in online learning. In recognizing the full potential of formalizing big data in online coures, the community must address this issue also in the context of the potentially "harmful" application of learning analytics.

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.

Using Learning Analytics to Enhance Student Learning in Online Courses Based on Quality Matters Standards

2016 ◽  
Vol 45 (2) ◽  
pp. 165-187 ◽  
Author(s):  
Florence Martin ◽  
Abdou Ndoye ◽  
Patricia Wilkins
Keyword(s):  
Online Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Online Course ◽  
Design Quality ◽  
Descriptive Data ◽  
Quality Matters ◽  
Frequency Of Use ◽  
And Performance ◽  
Enhance Student Learning

Quality Matters is recognized as a rigorous set of standards that guide the designer or instructor to design quality online courses. We explore how Quality Matters standards guide the identification and analysis of learning analytics data to monitor and improve online learning. Descriptive data were collected for frequency of use, time spent, and performance and analyzed to identify patterns and trends on how students interact with online course components based on the Quality Matters standards. Major findings of this article provide a framework and guidance for instructors on how data might be collected and analyzed to improve online learning effectiveness.

scholarly journals Student Initiative Empowers Engagement for Learning Online

2021 ◽  
Vol 25 (3) ◽  
Author(s):  
Houston Heflin ◽  
Suzanne Macaluso
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Online Courses ◽  
Online Course ◽  
Online Learning Environment ◽  
Self Assessment ◽  
Face To Face ◽  
Amount Of Information

Assessing the degree to which students engage and learn from their online courses will be important as online courses are becoming more ubiquitous. This study sought to capture student perceptions of their independence as learners, their level of engagement, their effort exerted, and the amount of information they learned in online courses. The study was conducted over three years with 455 students who completed a self-assessment at the end of an intensive summer online course. Results showed an equal number of students agreeing and disagreeing that online courses help students learn the same amount of information encountered in a face-to-face course. The majority of students reported they were more independent (84.4%), were more engaged (54.5%) and exerted more effort (57.4%), in their online course than a typical face-to-face class. Recommendations are made for faculty creating online courses who have the opportunity to coach students on how to succeed in the online learning environment.

ICT-FLAG: a web-based e-assessment platform featuring learning analytics and gamification

2017 ◽  
Vol 13 (1) ◽  
pp. 25-54 ◽  
Author(s):  
David Gañán ◽  
Santi Caballé ◽  
Robert Clarisó ◽  
Jordi Conesa ◽  
David Bañeres
Keyword(s):  
Learning Analytics ◽  
Assessment Tool ◽  
Reference Model ◽  
Assessment Tools ◽  
Web Based ◽  
Ongoing Research ◽  
Content Type ◽  
Analysis And Design ◽  
Software Methodology ◽  
The Impact

Purpose The purpose of this paper is to present an innovative web-based eLearning platform called ICT-FLAG that provides e-assessment tools with general-purpose formative assessment services featuring learning analytics and gamification. Design/methodology/approach The paper reports on the technical development of the platform driven by the Reference Model for Open Distributed Processing software methodology, which guides the platform construction, including the analysis and design steps. Findings The ICT-FLAG platform is technically tested by integrating it into a real e-assessment tool. Results are positive in terms of functional and non-functional aspects as well as user’s satisfaction on usability, emotional state, thus validating the platform as a valuable educational tool. Research limitations/implications Because of the chosen technical paper as article type, validation of the impact of the ICT-FLAG platform in the learning process is not provided. Ongoing research with this platform is to measure the learning outcomes of its use in a real context of eLearning. Practical implications The paper shows implications of the main technical issues and challenges encountered during the integration of the ICT-FLAG platform with external eLearning tools, involving relevant aspects of interoperability, security, modularity, scalability, portability and so on. Originality/value This platform can fill the gap of many e-assessment systems, which currently do not have built-in analytical and gamification tools for learning, thus providing them with the experience to improve the quality of education and learning.

scholarly journals DESIGNING AN ONLINE LEARNING COMMUNITY AMONG TEACHER EDUCATORS

2008 ◽  
Vol 3 (2) ◽  
pp. 71-82 ◽  
Author(s):  
Shironica Karunanayaka
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Community ◽  
Teacher Educators ◽  
Community Building ◽  
Online Course ◽  
Educational Technologist ◽  
Online Learning Environment ◽  
Online Learning Community ◽  
The Impact

Online course delivery is rapidly growing among educational institutions all over the world, especially in Open and Distance Learning institutions. The frequent criticisms on distance education for having only limited interactions between teachers and students as opposed to traditional face to face teaching can be significantly minimized with the increased use of online methods, due to its unique instructional capabilities. Online learning provides ample opportunities for students learning at a distance to constantly interact with their teachers as well as peers, sharing experiences and working collaboratively. The creation of a sense of social presence is essential to establish a collaborative online learning environment, as it is a most important factor that helps people actively collaborate, thus increasing a sense of belonging to the learning community. The Faculty of Education of the Open University of Sri Lanka offered the online course, "Teacher Educator as an Educational Technologist" in December 2007, using the learning management system Moodle. The course was designed using a collaborative learning model, allowing adequate opportunities for the distant learners to actively engage in their learning process, engaging in a number of learning and assessment tasks with the support of learning resources and instructor guidance, while collaborating and sharing experiences among each other, mainly through discussion forums. Using the case study approach, an investigation was carried out to find out the specific strategies and techniques adopted by designers, instructors and students in enhancing community building among the participants in the online learning environment. It further explored the impact of community building on the distant learners, who were also novices to online learning. This paper discusses the development process in the building of an online learning community and emphasizes on the roles of designers, teachers, and learners.

scholarly journals Adapting Literature Critique Engagement Activities for Online Learning Due to COVID-19: Use of Online Learning Groups to Promote Scientific Literacy Capabilities in Undergraduate Nutrition Education

2021 ◽  
Vol 10 (7) ◽  
pp. 19
Author(s):  
David M. Beauchamp ◽  
Genevieve Newton ◽  
Jennifer M. Monk
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Nutrition Education ◽  
Scientific Literacy ◽  
Scientific Literature ◽  
Skill Development ◽  
Online Course ◽  
Online Learning Environment ◽  
Learning Groups ◽  
Course Format

Maintaining scientific literacy (SL) skill development in undergraduate science education while transitioning courses from the in-person to online learning environment due to the COVID-19 pandemic requires adaptation of some teaching practices. This study assessed the effectiveness of small online learning groups as the active engagement strategy (replacing in-person breakout groups) to promote SL skill development in fourth year undergraduate nutritional science students in the online learning environment (Fall 2020 semester). As a secondary outcome, SL skill development in the online learning environment (Fall 2020, n=178) was compared to that of the in-person course format (Fall 2019, n=144). Students were surveyed at the start and end of the semester to assess their i) scientific literature comprehension, ii) SL skill perceptions, and iii) practical SL skills. The use of online learning groups contributed to improvements in both literature comprehension and SL skill perceptions (P<0.05), however, practical SL skills remained unchanged (P>0.05). There was no difference in the magnitude of improvement in students’ SL skill perceptions or their practical SL skills between course formats (P>0.05). The ability to think critically about the scientific literature was increased in both course formats, with greater improvements observed in the online course format (P=0.02). Additionally, only students in the online course format had improved comprehension of scientific methods versus the in-person format (P=0.05). Collectively, these data demonstrate that the adaptations of an in-person course to an online learning environment using small online learning groups can similarly promote the development of SL in undergraduate nutrition education. 

scholarly journals Threading the Discussion: A Model to Examine the Quality of Posts in an Online Learning Environment

2014 ◽  
Vol 8 (1) ◽  
Author(s):  
Nancy Maynes ◽  
Blaine E. Hatt
Keyword(s):  
Online Learning ◽  
Teacher Education Program ◽  
Online Discussions ◽  
Online Course ◽  
Online Learning Environment ◽  
Online Student ◽  
Graduate Degrees ◽  
Self Evaluation ◽  
Instructor Experience

The design of online learning courses offered in a teacher education program and with post-graduate degrees in education varies greatly by course focus, instructor experience, and availability of suitable and accessible platform software. Many online course instructors include asynchronous topic-based discussions in their course expectations for students. However, it is an ongoing discussion among the online professorship as to ways they might encourage increased depth and thoughtful contributions to the online community’s learning by engaging in threaded online discussions. This paper provides and overview of a model for online learning, as derived from recent research and proposes a framework for examining two aspects of online discussion threads that may be posted by student participants. First, a framework is provided that might be given to online student participants to guide their contributions to the discussions. Second, a list of possible contents of online discussions is presented and suggestions are made for how the online professorship might use this list of possibilities to guide peer and self-evaluation of online contributions.

Overview of Using Vignettes to Develop Higher Order Thinking and Academic Achievement in Adult Learners in an Online Learning Environment

2008 ◽  
pp. 135-156
Author(s):  
Maria H.Z. Kish
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Adult Learners ◽  
Learning Environment ◽  
Higher Order Thinking ◽  
Learning Model ◽  
Higher Order ◽  
Online Course ◽  
Online Learning Environment ◽  
Generative Learning

A challenge in teaching and providing any type of instruction in the online learning environment is to ensure that participants are engaged in the process and find meaning in their learning. This case study investigated the use of vignettes as a teaching strategy and learning activity of the Generative Learning Model in a hybrid online course. Vignettes are short and realistic stories that may help bridge participants’ previous experiences to applying course material in relevant situations. The Generative Learning Model, consisting of five main components: attention, motivation, knowledge, generation, and metacognition (Wittrock, 2000), was incorporated when requiring students to answer teacher-generated vignettes and to generate their own vignettes. Two outcomes were anticipated using vignettes within the Generative Learning Model in a hybrid online course: 1) enhancement of academic achievement and 2) higher order thinking . This study considered data from student work collected from the Instructional Techniques Course, GITED 631, taught in the Graduate School of Education at Duquesne University, Pittsburgh, Pennsylvania, in the fall of 2003. Eight participants responded to teacher-generated vignettes, created diagrams and rubrics, created their own vignettes, and recorded their observations concerning vignettes in reflective learning logs. The adult online learners in this study professionally focused on teaching children and adults. This study’s participants all professionally focused on teaching children and adults. The research findings indicate that the use of teacher-generated vignettes can increase academic achievement, and that learner-generated vignettes can help students achieve higher order thinking. This article also discusses the methods that have been used to teach adult learners how to respond to and create vignettes for their own teaching and presentation purposes.

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