scholarly journals Understanding Student Behavior in a Flipped Classroom: Interpreting Learning Analytics Data in the Veterinary Pre-Clinical Sciences

2020 ◽  
Vol 10 (10) ◽  
pp. 260
Author(s):  
Laura Dooley ◽  
Nikolas Makasis
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Learning Analytics ◽  
Student Behavior ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Individual Student ◽  
Study Materials ◽  
Student Access ◽  
Access Patterns

The flipped classroom has been increasingly employed as a pedagogical strategy in the higher education classroom. This approach commonly involves pre-class learning activities that are delivered online through learning management systems that collect learning analytics data on student access patterns. This study sought to utilize learning analytics data to understand student learning behavior in a flipped classroom. The data analyzed three key parameters; the number of online study sessions for each individual student, the size of the sessions (number of topics covered), and the first time they accessed their materials relative to the relevant class date. The relationship between these parameters and academic performance was also explored. The study revealed patterns of student access changed throughout the course period, and most students did access their study materials before the relevant classroom session. Using k-means clustering as the algorithm, consistent early access to learning materials was associated with improved academic performance in this context. Insights derived from this study informed iterative improvements to the learning design of the course. Similar analyses could be applied to other higher education learning contexts as a feedback tool for educators seeking to improve the online learning experience of their students.

scholarly journals Teaching with OER during pandemics and beyond

2020 ◽  
Vol 14 (3/4) ◽  
pp. 209-218 ◽  
Author(s):  
Jennifer Van Allen ◽  
Stacy Katz
Keyword(s):  
Higher Education ◽  
Personal Experience ◽  
Design Methodology ◽  
Learning Experience ◽  
Open Educational Resources ◽  
Learning Materials ◽  
Content Type ◽  
Student Access ◽  
Subject Areas ◽  
Practical Implications

Purpose Open Educational Resources (OER) are learning materials openly licensed so that others may retain, reuse, revise, remix or redistribute (the 5Rs) these materials. This paper aims to raise awareness of OER by providing a rationale for using these learning materials and a strategy for educators to get started with OER during the collective crisis and beyond. Design/methodology/approach Using a broad research base and anecdotes from personal experience, the authors make the case that OER improves student access to learning materials and improves the learning experience in both PK-12 and higher education contexts. Findings The authors define and describe the benefits of OER to provide practical suggestions educators can implement during the pandemic and beyond. Practical implications To support educators in finding and using OER, this paper highlights repositories that include a breadth of various learning materials across subject areas and educational contexts. The authors provide specific suggestions for finding, personalizing and contextualizing OER. Originality/value This work not only provides an overview of OER with particular considerations for educators during the COVID-19 pandemic but also makes the case that OER should be integrated into classrooms beyond the pandemic.

scholarly journals Application of Learning Analytics to Improve Higher Education

2021 ◽  
Vol 8 (2) ◽  
pp. 1
Author(s):  
Carlos Llopis-Albert ◽  
Francisco Rubio
Keyword(s):  
Higher Education ◽  
Learning Analytics ◽  
Chemical Engineering ◽  
Learning Experience ◽  
Big Data Analytics ◽  
Data Analyst ◽  
Digital Era ◽  
The Subject ◽  
And Performance ◽  
Teaching Learning

<p>In the digital era, the teacher assumes very diverse roles among which are to be an adviser, a generator of multimedia content, and more recently a data analyst. Big data analytics may play a major role in Higher Education for all the agents involved, the teachers and educators, the students themselves and the managers or heads of university centers. This paper applies learning analytics to the subject of Theory of Machines and Strength of Materials of the bachelor's degree in Chemical Engineering at Universitat Politècnica de València (Spain). The aim of analyzing the available information is to improve teachers’ actions and communication, to enhance resource efficiency, to assess classroom procedures, the achievement of transversal competences, the student typology and their results, or the attitudes and commitment they acquire with the subject taught. Results show the existence of niches with competitive advantages, improvements in the quality and performance of the teaching-learning experience.</p>

Practice From Implementing Web 2.0 Tools in Higher Education

2022 ◽  
pp. 71-91
Author(s):  
Pedro Isaias ◽  
Paula Miranda ◽  
Sara Pífano
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Web 2.0 ◽  
Teaching Practice ◽  
Learning Experience ◽  
New Technology ◽  
The Body ◽  
Web 2.0 Tools ◽  
Education Practice ◽  
Technology Tool

Each new technology, tool, or resource that is introduced in higher education practice with the promise of enhancing the students' learning experience and/or increasing their academic performance is subjected to meticulous scrutiny. In the early days of Web 2.0's implementation in the context of higher education, many educators expressed their concerns and were reluctant to embrace it. As it slowly proved its pedagogical value and an increasingly higher number of teachers began to incorporate it in their teaching practice and courses, the body of evidence speaking to its advantages increased and offered other educators the confidence and proof they required to do the same. This chapter examines Web 2.0 in the context of higher education by debating both its benefits and shortcomings and presenting cases of actual implementation. The cases in question pertain to the use of YouTube, Wikis, and Twitter as valuable resources in the development of different types of skills and to support the acquisition of knowledge.

scholarly journals Learning Analytics in Flipped Classrooms: A Scoping Review

2020 ◽  
Vol 18 (5) ◽  
Author(s):  
Muriel Algayres ◽  
Evangelia Triantafyllou
Keyword(s):  
Student Performance ◽  
Scoping Review ◽  
Adaptive Learning ◽  
Learning Analytics ◽  
Flipped Classroom ◽  
Technological Development ◽  
Learning Experience ◽  
Self Directed Learning ◽  
Flipped Classrooms ◽  
To Come

The Flipped Classroom (FC) is an instruction method, where the traditional lecture and homework sessions are inverted. Online material is given to students in order to gain necessary knowledge before class, while class time is devoted to application of this knowledge and reflection. The hypothesis is that there could be deep and creative discussions when teacher and students physically meet, which has known a significant surge of popularity in the past decade. A marked recent trend in the FC is the increased use of Learning Analytics (LA) to support the development of the FC and students’ reflexive learning. The aim of this paper is to investigate the literature on applications of LA in FCs, and to determine the best practices and needs for technological development supporting LA in the FC by means of a scoping review. This literature review revealed that there is potential in using LA in the FC, especially as a means to predict students’ learning outcome and to support adaptive learning and improvement on the curriculum. However, further long‑term studies and development is necessary to encourage self‑directed learning in students and to develop the whole of the FC for a more diverse population of students. We anticipate an increased and expanded use of LA to come, with focus on predictive and prescriptive analytics providing more adaptive learning experience. We also anticipate that LA will expand beyond data mining to correlate student performance and online engagement with the aim to include a wider range of possibilities of interventions and adaptation of the learning experience.

scholarly journals Self-control using Traffic Lights Toolkit for Academic Success

2021 ◽  
Vol 8 (12) ◽  
pp. 93-95
Author(s):  
Afzal Sayed Munna
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Academic Success ◽  
Learning Experience ◽  
Self Control ◽  
Use Of Self ◽  
Traffic Light ◽  
Self Assessment ◽  
Traffic Lights ◽  
Light System

The term traffic light refers to automatically operated coloured light those help control the traffic. In this piece of writing the term has been used to reflect from the day-to-day practice how one can make use of self-control for their academic success. The aim of introducing the traffic light toolkit in higher education is to ensure that there is an effective way to monitor and improve the learning experience. It was evidenced from previous use that the traffic light system encourage reflection and help continue ongoing self-assessment and improve academic performance level.

Is it face time or structure and accountability that matter? Moving from a flipped to a flipped/hybrid classroom

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kara Diane Smith
Keyword(s):  
Student Learning ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Individual Student ◽  
Classroom Context ◽  
Final Exam ◽  
Content Type ◽  
Face To Face ◽  
Class Time ◽  
Face Time

PurposeThis research examines whether a shift to a hybrid classroom, which replaces some face-to-face classroom time with online instruction, adversely affects student learning if the structure and incentives that are characteristic of a flipped classroom are already in place.Design/methodology/approachThis study features a quantitative analysis of individual student data collected over multiple sections of a single course with the same instructor. In all seven sections, over two semesters, principles of microeconomics used a flipped classroom format that features preclass video lectures, daily quizzes and highly interactive class time. In three of the seven sections, the time spent in class was reduced by one-third. For this experiment, student scores on the cumulative final exam evaluate student learning. Students took a survey at the end of the semester to provide feedback on time use during the course and to make observations about the class format.FindingsResults from this study suggest that despite accountability for the work done outside of class, students score 4.4% points lower on the final exam in the class format that features reduced face-to-face time. However, student comments also suggest that this is a worthwhile tradeoff as they balance work, internships and other nonacademic demands on their time. Student evaluations of the course and instructor are statistically unchanged.Practical implicationsEfficiency in educational delivery is an ongoing concern for students and faculty. This research demonstrates that a classroom that is both flipped and hybrid makes better use of student and faculty time, provides a richer learning experience and only modestly reduces student learning. It is notable that students report a preference for the hybrid classroom model, despite modestly lower levels of learning.Originality/valueWhile research has been done on flipped and hybrid classrooms separately, this is the first paper to isolate the effect of seat time within the flipped classroom context. This research addresses the flipped classroom design's ability to mitigate the documented reduction in student learning that often results from reduced class time or an increase in online learning.

scholarly journals The Benefits of Learning Analytics to Higher Education Institutions: A Scoping Review

2021 ◽  
Vol 16 (23) ◽  
pp. 4-15
Author(s):  
Adedayo Taofeek Quadri ◽  
Nurbiha A Shukor
Keyword(s):  
Higher Education ◽  
Learning Analytics ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Relevant Literature ◽  
Teaching Staff ◽  
Computing Machinery ◽  
Online Databases

Learning analytics is a form of data analysis that allows teachers, lecturers, educational experts, and administrators of online learnings to look for students’ online traces and information associated with the learning processes. The fundamental goal of learning analytics in online classrooms and com-puter-supported instruction is to enhance the learning experience and the entire learning process. This review aims at reviewing some of the benefits available through using learning analytics in higher education institutions (HEI) for the students, teaching staff and the management. The search for relevant literature was conducted by searching online databases which in-clude Web of Science, SCOPUS, Science Direct, IEEE, Emerald, Springer, ERIC and Association for Computing Machinery (ACM). The analysis of the literatures obtained from the online databases revealed that learning analytics provide series of benefits to students, teaching staffs and the management of higher education institutions. The benefits include prediction and identification of target courses, curriculum development and improvement, improved students’ learning outcomes, improved instructors’ performance and monitoring of students’ dropout and retention. It is recommended that higher education institutions adopt the use of learning analytics in their online teaching and learning.

scholarly journals Learning Design and Learning Analytics: Snapshot 2020

2020 ◽  
Vol 7 (3) ◽  
pp. 6-12
Author(s):  
Leah P. Macfadyen ◽  
Lori Lockyer ◽  
Bart Rienties
Keyword(s):  
Learning Outcomes ◽  
Learning Analytics ◽  
Student Behavior ◽  
Teaching Practice ◽  
Learning Experience ◽  
Learning Design ◽  
Interdisciplinary Field ◽  
Shared Language ◽  
Interesting Class ◽  
The Rich

“Learning design” belongs to that interesting class of concepts that appear on the surface to be simple and self-explanatory, but which are actually definitionally vague and contested in practice. Like “learning analytics,” the field of learning design aspires to improve teaching practice, the learning experience, and learning outcomes. And like learning analytics, this interdisciplinary field also lacks a shared language, common vocabulary, or agreement over its definition and purpose, resulting in uncertainty even about who its practitioners are — Educators? Designers? Researchers? All of these? (Law, Li, Farias Herrera, Chan & Pong, 2017). Almost a decade ago, however, learning analytics researchers pointed to the rich potential for synergies between learning analytics and learning design (Lockyer & Dawson, 2011). These authors (and others since, as cited below) argued that effective alignment of learning analytics and learning design would benefit both fields, and would offer educators and investigators the evidence they need that their efforts and innovations in learning design are “worth it” in terms of improving teaching practice and learning: "The integration of research related to both learning design and learning analytics provides the necessary contextual overlay to better understand observed student behavior and provide the necessary pedagogical recommendations where learning behavior deviates from pedagogical intention" (Lockyer & Dawson, 2011, p. 155).

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