Academics Mining for Information Analytics as a Method in Improving Student Performance Through Effective Learning Strategies

2017 ◽  
pp. 73-89
Author(s):  
Froilan De Guzman ◽  
Sheila Abaya ◽  
Vince Benito ◽  
Irish Mae Chua
Keyword(s):  
Higher Education ◽  
Knowledge Discovery ◽  
Student Performance ◽  
Learning Strategies ◽  
Clustering Algorithm ◽  
Digital Data ◽  
Effective Learning ◽  
Silhouette Coefficient ◽  
Teaching Learning ◽  
Improving Student Performance

Academic analytics in Higher Education Institutions (HEIs) through the promising technology of Data Mining (DM) is considered as the fastest method of generating knowledge discovery in the voluminous student digital data. Applying DM in the area of education will improve the performance of student and with the mined results; it can help educators to devise better teaching strategies for effective student learning. Knowledge discovery in student data can generate possible model for academic planners and educators for the institutional systemic change by improving the teaching, learning, and decision making strategy. Insights and predictive models can also be derived in identifying student performance and success rate. Several DM techniques can be listed and used in higher education such as clustering, classification, visualization, and association analysis. However, the research has emphasis on the technique of clustering using the modified K-Means Algorithm. The silhouette coefficient was incorporated in the K-Means algorithm for automatic direct cluster determination. The result showed that modification of the simple K-Means clustering algorithm through the use of silhouette coefficient achieved the same result in identifying the number of cluster with fewer burdens in the user subjective determination of cluster.

Kahoot!

2019 ◽  
pp. 191-208
Author(s):  
Dini Turipanam Alamanda ◽  
Grisna Anggadwita ◽  
Abdullah Ramdhani ◽  
Mediany Kriseka Putri ◽  
Wati Susilawati
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Open Access ◽  
Learning Strategies ◽  
The Internet ◽  
Learning Tools ◽  
Learning Tool ◽  
Teaching Process ◽  
New Learning ◽  
Teaching Learning

Learning strategies in the digitalization era are vastly expanding. Students are comprised of the millennials for whom life cannot be separated from technology and the internet. The ever-expanding technology has posed new challenge on the teaching process of millennials, and one of which is the growing importance and increased involvement of technology that empower a host of new learning tools. One of the most prominent open-access teaching/learning tool is Kahoot! This chapter aims to complement studies about the use of game-based methods at higher education. The survey was conducted for 1 year at a university located in a small city in Indonesia. A total of 415 students were actively involved in measuring their perceptions of games-based learning tools called Kahoot! Furthermore, this study also measured differences in outcomes between faculties, types of subjects, and commonly used research methods. The result shows that Kahoot! positively impacts student academic achievement as measured by student motivation, enjoyment, engagement, and concentration.

scholarly journals EDUCATIONAL TECHNOLOGIES TO EMPOWER HIGHER EDUCATION

2014 ◽  
Vol 13 ◽  
pp. 13
Author(s):  
J. C.V. Garzón ◽  
M. L. Magrini ◽  
E. Galembeck
Keyword(s):  
Higher Education ◽  
Augmented Reality ◽  
Student Performance ◽  
Learning Strategies ◽  
Metabolic Pathways ◽  
Flipped Classroom ◽  
Data Bank ◽  
Mobile App ◽  
Bring Your Own Device ◽  
Pedagogical Tools

Introduction and objectives: The New Media Consortium (NMC) Horizon Project defines educational technology in a broad sense as tools and resources that are used to improve teaching, learning, and creative inquiry. Each technology has been carefully researched and framed in the context of its potential impact on higher education. Within the Horizon Project there are currently seven categories of technologies, tools, and strategies for their use that the NMC monitors continuously. All they have the potential to foster real changes in education, particularly in the development of progressive pedagogies and learning strategies; the organization of teachers’ work; and the arrangement and delivery of content. Following the recommendations of NMC experts panel, we design an application named Augmented Reality Metabolic Pathways (ARMET) in order to improve motivation and to promote student interactivity to the development of skills needed to learn the metabolic pathways. Materials and methods: The ARMET app was developed using Unity, 3D molecules obtained from Protein Data Bank and ChemSpider-chemical structure database, the usage data are stored into a database (MySQL) and are analyzed using the statistical software R. Results and conclusions: ARMET mixes several technologies out of seven categories recommend in the NMC Horizon Report: Mobile app, Bring Your Own Device, Flipped Classroom, Learning Analytics and Augmented Reality. The principal criterion for the inclusion of those technologies into the app was its potential relevance to teaching and learning biochemistry. ARMET is available for iOS and Android platforms, and includes PDF files with a set of cards, the game board and classroom worksheet’s. The students and teachers can register for free. Teachers can create classes and track student performance. ARMET collects data for personalizing learning experiences addressing the challenge to build better pedagogical tools to establish effective formative assessment for metabolism teaching.

scholarly journals Role of ICT in Higher Education

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Shweta Sinha ◽  
Shalini Lamba
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Computer Hardware ◽  
Learning Material ◽  
Health Decision ◽  
The Government ◽  
Trained Teachers ◽  
Enrolment Ratio ◽  
Teaching Learning

- ICT is a broader term that includes all technologies for the communication of information. It is the technology that enables the handling (creation, storage, and access) of information and facilitates different forms of communication (radio, television, cellular phones, computer , hardware and software, various services and applications for broadcasting information. The development of ICT has influenced all walks of life like agriculture, health, decision making, administration, and also education is no exception to this. This article focuses on the role of ICT in higher education. ICT is potentially a powerful tool for extending educational opportunities and resulting in a remarkable growth in the higher education sector and leading to quality enhancements. The government is spending a lot of money on ICT: the National Mission on Education is emphasizing on the role of ICT in increasing the enrolment ratio in higher education and availability of trained teachers in the process of dissemination of education. The main factors that affect the adoption of ICT in education are the mission or goal of a particular system, programs and curricula, teaching/learning strategies and techniques, learning material and resources, communication, support and delivery systems, students, tutors, staff and other experts, management and evaluation.

scholarly journals A Resource-Constrained Approach to Implementing Analytics in an Institution of Higher Education: An Experience Report

2014 ◽  
Vol 1 (1) ◽  
pp. 129-139 ◽  
Author(s):  
John P Buerck
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
Learning Analytics ◽  
Higher Learning ◽  
Academic Environment ◽  
Academic Institutions ◽  
Successful Completion ◽  
Academic Analytics ◽  
Institutions Of Higher Learning ◽  
Improving Student Performance

Academic analytics and learning analytics have been increasingly adopted by academic institutions of higher learning for improving student performance and retention. While several studies have reported the implementation details and the successes of specific analytics initiatives, relatively fewer studies exist in literature that describe the possible constraints that can preclude an academic or learning analytics initiative from succeeding fully, meeting the criteria of success as defined by the stakeholders affected by such initiatives. Our aim in this article is to describe the constraints that precluded a successful completion of our analytics initiative and how we re-envisioned our approach and scope to achieve our primary goals while operating within the constraints and tools associated with our academic environment.

scholarly journals Fostering Effective Learning Strategies in Higher Education – A Mixed-Methods Study

2020 ◽  
Vol 9 (2) ◽  
pp. 186-203 ◽  
Author(s):  
Felicitas Biwer ◽  
Mirjam G.A. oude Egbrink ◽  
Pauline Aalten ◽  
Anique B.H. de Bruin
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Learning Strategies ◽  
Mixed Methods Study ◽  
Effective Learning

Exploring Datafication for Teaching and Learning Development

2021 ◽  
pp. 79-92
Author(s):  
Mark Schofield
Keyword(s):  
Higher Education ◽  
Data Collection ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Traditional Classroom ◽  
Digital Data ◽  
Education Literature ◽  
Learning Development ◽  
Teaching Learning

The scale, magnitude, and diversity of higher education teaching/learning and higher education institutions (HEIs) have resulted in corresponding diverse datafication representations. Contrary to conventional datafication, where the objective is profitability (e.g., adopting facial recognition for improved policing), the datafication of HEIs should be analysed, understood, and interpreted for its unique diversity, practice, and consequences. The result of the COVID-19 pandemic has forced a paradigm shift from conventional/traditional classroom-based teaching to online teaching, which has resulted in enhanced data collection. Taking a post-digital perspective on modern practices in higher education literature, this chapter argues for an organic view, in which the datafication must consider the aspects of teaching, learning, and educational context that are absent in digital data. The findings from the discussion lead to the conclusion that datafication can complement expert judgement in HEIs when informed by the unification of pedagogy and technology.

Playful approaches to learning as a realm for the humanities in the culture of higher education: A hermeneutical literature review

2021 ◽  
pp. 147402222110508
Author(s):  
Julie Borup Jensen ◽  
Oline Pedersen ◽  
Ole Lund ◽  
Helle Marie Skovbjerg
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Student Performance ◽  
Approaches To Learning ◽  
Human Flourishing ◽  
Arts And Humanities ◽  
Educational Culture ◽  
The Arts ◽  
Teaching Learning ◽  
Future Education

This article presents playfulness as an emerging approach to learning in higher education that emphasises the arts and humanities across disciplines. The article is based on a qualitative, hermeneutical literature review in light of educational culture in higher education. The literature review indicates that playful approaches to learning stand in opposition to educational cultures that focus on rapidness and student performance. However, an educational culture of play is about to establish itself, and this culture of play emphasises creativity in learning and human flourishing in education, perspectives that are connected to arts and humanities. The main findings cultures of time, performance and play lead to several questions about societal, institutional, and organisational educational culture, and regarding approaches to teaching, learning, humanity and society. The main contribution of this article is that a focus on playfulness offer the field of arts and humanities new possibilities in future education.

A Importância das Ferramentas Tecnológicas para o Processo de Aprendizagem no Ensino Superior

2018 ◽  
Vol 19 (4) ◽  
pp. 456
Author(s):  
Ediane Zanin ◽  
Anathan Bichel
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Learning Technology ◽  
Pedagogical Practice ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Educational Environments ◽  
Technology Strategies ◽  
Teaching Learning ◽  
Technology Resources

Nos ambientes educacionais, a tecnologia também se faz presente como recurso facilitador do ensino-aprendizagem. O objetivo do presente estudo é analisar, por meio de um estudo bibliográfico, as estratégias de aprendizagem com o uso das tecnologias no Ensino Superior. A pesquisa foi realizada entre junho de 2017 a abril de 2018, estruturada a partir de bibliografias existentes sobre ferramentas e recursos tecnológicos, estratégias de ensino-aprendizagem e aprendizagem no Ensino Superior. A abordagem para realização desta pesquisa é a indireta, que consiste no levantamento de referências bibliográficas encontradas por meio de artigos e livros publicados em meios eletrônicos e impressos, que se referem a este tema para análise e discussão do problema. E a finalidade desta pesquisa é descritiva por caracterizar a influência da tecnologia no processo de ensino-aprendizagem. Conclui-se que as tecnologias possuem participação significativa no ambiente educacional e favorecem o ensino-aprendizagem. No entanto, percebe-se que há necessidade de as Instituições de Ensino Superior disponibilizarem aos docentes os recursos tecnológicos para serem utilizados em sala de aula. Além disso, cabe também ao docente buscar o aperfeiçoamento na sua prática pedagógica de maneira a inserir, cada vez mais, as ferramentas tecnológicas no ensino-aprendizagem, para assim melhorar a interação com os estudantes atuais e favorecer a melhoria do aprendizado com o uso modelado da tecnologia em sala de aula. Palavras-chave: Ensino-Aprendizagem. Estratégias. Tecnologia. Estratégias. Recursos Tecnológicos. AbstractIn educational environments, technology is also present as facilitating teaching-learning resources. The objective of the present study is to analyze through a bibliographic study the learning strategies with the use of technologies in higher education. The research was carried out between june 2017 and april 2018, structured from existing bibliographies on tools and technological resources, teaching-learning strategies and learning in higher education. The approach for conducting this research is the indirect one, which consists of the collection of bibliographical references found through articles and books published in electronic and printed media, which refer to this topic for analysis and discussion of the problem. In addition, the purpose of this research is descriptive because it characterizes the influence of technology in the teaching-learning process. It is concluded that technologies have a significant participation in the educational environment and favor teaching learning. However, it was perceived that there is a need for higher education institutions to provide teachers with the technological resources to be used in the classroom. In addition, it is also up to the teacher to seek improvement in their pedagogical practice in order to insert more and more the technological tools in teaching learning, in order to improve the interaction with the current students and to favor the improvement of the learning with the modeled use of technology in the classroom. Keywords: Technology. Strategies. Teaching Learning. Technology Resources. 

scholarly journals Performance in physiology evaluation: possible improvement by active learning strategies

2016 ◽  
Vol 40 (4) ◽  
pp. 454-457 ◽  
Author(s):  
Luís H. Montrezor
Keyword(s):  
Student Performance ◽  
Learning Strategies ◽  
Learning Process ◽  
Evaluation Process ◽  
Active Engagement ◽  
Physiological Mechanisms ◽  
Monitoring Test ◽  
Active Learning Strategies ◽  
Teaching Learning ◽  
Cognitive Monitoring

The evaluation process is complex and extremely important in the teaching/learning process. Evaluations are constantly employed in the classroom to assist students in the learning process and to help teachers improve the teaching process. The use of active methodologies encourages students to participate in the learning process, encourages interaction with their peers, and stimulates thinking about physiological mechanisms. This study examined the performance of medical students on physiology over four semesters with and without active engagement methodologies. Four activities were used: a puzzle, a board game, a debate, and a video. The results show that engaging in activities with active methodologies before a physiology cognitive monitoring test significantly improved student performance compared with not performing the activities. We integrate the use of these methodologies with classic lectures, and this integration appears to improve the teaching/learning process in the discipline of physiology and improves the integration of physiology with cardiology and neurology. In addition, students enjoy the activities and perform better on their evaluations when they use them.

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