Challenges of Learning Analytics Execution in the Educational System

2018 ◽  
pp. 28-40
Author(s):  
Manoj Kumar Singh
Keyword(s):  
Higher Education ◽  
Educational System ◽  
Learning Analytics ◽  
First Century ◽  
Teachers And Students ◽  
Twenty First Century ◽  
Essential Set ◽  
Educational Enterprise ◽  
Education Stakeholders

Education for the twenty-first century continues to promote discoveries in the field through learning analytics. The problem is that the rapid embrace of learning analytics diverts educators' attention from clearly identifying requirements and implications of using learning analytics in higher education. Learning analytics is a promising emerging field, yet higher education stakeholders need to become further familiar with issues related to the use of learning analytics in higher education. This chapter addresses the above problem and design of learning analytics implementations: the practical shaping of the human tactics involved in taking on and using analytic equipment, records, and reviews as part of an educational enterprise. This is an overwhelming but equally essential set of design choices from the ones made within the advent of the learning analytics structures themselves. Finally, this chapter's implications for learning analytics teachers and students and areas requiring further studies are highlighted.

scholarly journals Pedagogical practice preferences among generational groups of learners: Towards effective twenty-first century higher education

2020 ◽  
Vol 17 (5) ◽  
pp. 84-103
Author(s):  
Ruth Ortega-Dela Cruz ◽  
Keyword(s):  
Higher Education ◽  
First Century ◽  
Pedagogical Practices ◽  
Net Generation ◽  
Pedagogical Practice ◽  
Continuous Change ◽  
Present Generation ◽  
Significant Difference ◽  
Generational Groups ◽  
Twenty First Century

Facilitating learning for the students nowadays demands so much from the educators. This makes the role of higher education institutions (HEIs) more challenging as they look upon the needs of the present generation. This study sought answer to that need by determining the most preferred pedagogical practices that have impact on the students’ ability to stay motivated and learn effectively. Randomly selected higher education students including bachelor, masters’ and doctorate students were surveyed. Majority of the students belong to the so-called Net Generation. They prefer pedagogical practices that engage multiple channels of learning and on ways of assessing the learning outcomes. They thrive more on relevant, applicable, active learning and project-based tasks while working with their learning partners including faculty and students of shared interests. Results of correlation analysis revealed a significant relationship between students’ demographics, and their preferences for pedagogical practices. Analysis of Variance indicated highly significant difference in the preferences for pedagogical practices across generational groups of students. Higher education is indeed changing and thus requires continuous change and improvement on the part of educators who find comfort in utilizing the twentieth century pedagogical practices. Now that innovations and technological breakthroughs are inevitable, educators must take a stand and set the bar in promoting effective twenty-first century higher education.

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