Modeling Students' Performances in Activity-Based E-Learning From a Learning Analytics Perspective

2020 ◽  
Vol 18 (4) ◽  
pp. 71-93 ◽  
Author(s):  
Yousra Banoor Rajabalee ◽  
Mohammad Issack Santally ◽  
Frank Rennie
Keyword(s):  
Learning Analytics ◽  
Predictive Analytics ◽  
Learning Activities ◽  
Learning Assessment ◽  
Learning Activity ◽  
Learning Design ◽  
Continuous Assessment ◽  
Online Module ◽  
E Learning ◽  
Teaching Interventions

This paper reports the findings of a research using marks of students in learning activities of an online module to build a predictive model of performance for the final assessment of the module. The objectives were (1) to compare the performances of students of two cohorts in terms of continuous learning assessment marks and final learning activity marks and (2) to model their final performances from their learning activities forming the continuous assessment using predictive analytics and regression analysis. The findings of this study combined with other findings as reported in the literature demonstrate that the learning design is an important factor to consider with respect to application of learning analytics to improve teaching interventions and students' experiences. Furthermore, to maximise the efficiency of learning analytics in eLearning environments, there is a need to review the way offline activities are to be pedagogically conceived so as to ensure that the engagement of the learner throughout the duration of the activity is effectively monitored.

scholarly journals Implementing Learning Design by lams to improve teaching and learning

2009 ◽  
Vol 3 (5-6) ◽  
pp. 21-24
Author(s):  
Péter Lengyel ◽  
Miklós Herdon
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Learning Activity ◽  
Learning Design ◽  
Learning Approaches ◽  
New Approach ◽  
Activity Management ◽  
E Learning

Learning Design has the potential to revolutionize e-learning by capturing the process of education, rather than simply content. By describing sequences of collaborative learning activities, Learning Design offers a new approach to re-use in e-learning. E-learning has a well developed approach to the creation and sequencing of content-based, single learner, self-paced learning objects.While definitions of Learning Design vary, the main elements tend to include greater focus on context dimensions of e-learning, a more activity based view of e-learning, and greater recognition of the role of multi-learner environments. While Learning Design does not exclude single learner, self-paced modes of elearning, it draws attention to a wider range of collaborative e-learning approaches in addition to single learner approaches. This paper shows an example, which is applied to speciality of economic and rural development agricultural engineer at University of Debrecen and its implementation in the Learning Activity Management System. We created a learning design was implemented at this speciality with LAMS, which is a learning design editing and play back tool that puts the learning process, rather than collections of content, at the heart of e-learning.

Knowledge Flow and Learning Design Models towards Lifewide E-Learning Environments

2009 ◽  
pp. 110-129
Author(s):  
M.C. Pettenati ◽  
M.E. Cigognini
Keyword(s):  
Social Networking ◽  
Learning Environments ◽  
Learning Activities ◽  
Knowledge Flow ◽  
Learning Design ◽  
Design Development ◽  
Personal Learning ◽  
Formal And Informal Learning ◽  
E Learning ◽  
Stages Of Learning

This chapter considers the affordances of social networking theories and tools in building new and effective e-learning practices. We argue that “Connectivism” (social networking applied to learning and knowledge contexts) can lead to a re-conceptualization of learning in which formal, non-formal, and informal learning can be integrated so as to build potentially lifelong learning activities which can be experienced in “personal learning environments”. In order to provide a guide for the design, development, and improvement of e-learning environments, as well as for the related learning activities, we provide a knowledge flow model and the consequent learning design model, highlighting the stages of learning, the enabling conditions, and possible technological tools to be used for the purpose. In the conclusion to the chapter, the derived model is applied in a possible scenario of formal learning in order to show how the learning process can be designed according to the presented theory.

scholarly journals A study of the relationship between students’ engagement and their academic performances in an eLearning environment

2019 ◽  
Vol 17 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Banoor Yousra Rajabalee ◽  
Mohammad Issack Santally ◽  
Frank Rennie
Keyword(s):  
Online Education ◽  
Research Literature ◽  
Learning Activities ◽  
Learning Activity ◽  
Strong Positive Correlation ◽  
Learner Engagement ◽  
Positive Correlation ◽  
Online Module ◽  
Course Outcomes ◽  
The Relationship

The concept of online learning has witnessed an increase in the higher education sector, where enrolment rates in online courses have significantly grown in recent years. According to the literature, one of the critical components of quality online education is to ensure learner engagement. In short, the need to effectively measure learner engagement is imperative to determine the performances and the successful achievements of learners. In this research, the aim was to understand the relationship between students’ engagement in an online module with their overall performances by analysing students’ learning activities in an online module. Three measurable indicators were identified and considered relevant within the current research context and based on the available data, and from research literature for assessing learner engagement within the module. These were (i) the number of completed learning activities; (ii) importance level (as per course outcomes) of completed learning activities; and (iii) activities requiring platform presence. It was found that there is a significant but weak positive correlation between the engagement of students in the online module and their performances in the final learning activity. It was further observed that when continuous learning activities were considered, there was a very strong positive correlation between engagement and performances. In general, the average engagement level of students was significantly higher for good performers as compared to low performers. Similarly the mean performance of highly engaged students was significantly better than those with low engagement levels.

Design of a Learning Activity in Second Life

2011 ◽  
pp. 112-128 ◽  
Author(s):  
Judith Molka-Danielsen ◽  
Susan Balandin
Keyword(s):  
Activity Theory ◽  
Second Life ◽  
Health Professionals ◽  
Learning Activities ◽  
Learning Activity ◽  
Social Activities ◽  
Educational Activities ◽  
Active Teaching ◽  
E Learning ◽  
The Creation

Second Life™ (SL) is now an accepted platform for educational activities. SL supports a range of activities from informal meetings to complete courses offered in the 3D world as part of a university’s curriculum. Learning activities within SL can be identified as a form of e-learning that facilitates learning through the mediating artifacts of the technology. This chapter explores the use of SL using learning activities that are designed to activate students and to facilitate the creation of social activities within groups. The chapter uses the theoretical lens of Activity Theory to examine the operational mechanisms behind designing a course activity that engages people with lifelong disability in the active teaching of health professionals about disability.

scholarly journals Multimodal Learning Analytics to Inform Learning Design: Lessons Learned from Computing Education

2020 ◽  
Vol 7 (3) ◽  
pp. 79-97
Author(s):  
Katerina Mangaroska ◽  
Kshitij Sharma ◽  
Dragan Gašević ◽  
Michalis Giannakos
Keyword(s):  
Learning Analytics ◽  
Lessons Learned ◽  
Learning Activity ◽  
Physiological Data ◽  
Learning Design ◽  
Multimodal Learning ◽  
Process Data ◽  
Computing Education ◽  
Log Data ◽  
Multimodal Learning Analytics

Programming is a complex learning activity that involves coordination of cognitive processes and affective states. These aspects are often considered individually in computing education research, demonstrating limited understanding of how and when students learn best. This issue confines researchers to contextualize evidence-driven outcomes when learning behaviour deviates from pedagogical intentions. Multimodal learning analytics (MMLA) captures data essential for measuring constructs (e.g., cognitive load, confusion) that are posited in the learning sciences as important for learning, and cannot effectively be measured solely with the use of programming process data (IDE-log data). Thus, we augmented IDE-log data with physiological data (e.g., gaze data) and participants’ facial expressions, collected during a debugging learning activity. The findings emphasize the need for learning analytics that are consequential for learning, rather than easy and convenient to collect. In that regard, our paper aims to provoke productive reflections and conversations about the potential of MMLA to expand and advance the synergy of learning analytics and learning design among the community of educators from a post-evaluation design-aware process to a permanent monitoring process of adaptation.

scholarly journals The Tensions Between Student Dropout and Flexibility in Learning Design: The Voices of Professors in Open Online Higher Education

2021 ◽  
Vol 22 (4) ◽  
pp. 72-88
Author(s):  
Marlon Xavier ◽  
Julio Meneses
Keyword(s):  
Higher Education ◽  
Time Management ◽  
Qualitative Content Analysis ◽  
Self Regulation ◽  
Learning Design ◽  
Personalized Feedback ◽  
Continuous Assessment ◽  
Negative Effects ◽  
Student Dropout ◽  
E Learning

Flexibility is typical of open universities and their e-learning designs. While this constitutes their main attraction, promising learners will be able to study “anytime, anyplace,” this also demands more self-regulation and engagement, a cause for student dropout. This case study explores professors’ experiences of flexibility in e-learning design and continuous assessment and their perception of the risks and opportunities that more flexibility implies for student persistence and dropout. In-depth interviews with 18 full professors, who are the e-learning designers of undergraduate courses at the Open University of Catalonia (UOC), were analyzed, employing qualitative content analysis. According to the professors, the main causes for dropout are student-centered, yet they are connected to learning design: workload and time availability, as well as students’ expectations, profiles, and time management skills. In the professors’ view, flexibility has both positive and negative effects. Some are conducive to engagement and persistence: improvement of personalized feedback, formative assessment, and module workload. Others generate resistance: more flexibility may increase workload, procrastination, dropout, and risk of losing professorial control, and may threaten educational standards and quality. Untangling the tensions between dropout and flexibility may enhance learning design and educational practices that help prevent student dropout. Stakeholders should focus on measures perceived as positive, such as assessment extension, personalized feedback and monitoring, and course workload calibration. As higher education is globally turning to online delivery due to the COVID-19 viral pandemic, such findings may be useful in both hybrid and fully online educational contexts.

Using IMS Learning Design in Educational Situations

2011 ◽  
pp. 282-294
Author(s):  
Paul Hazlewood ◽  
Amanda Oddie ◽  
Mark Barrett-Baxendale
Keyword(s):  
Teaching And Learning ◽  
Learning Systems ◽  
Learning Activities ◽  
Learning Design ◽  
E Learning

IMS Learning Design (IMS LD) is a specification for describing a range of pedagogic approaches. It allows the linking of pedagogical structure, content, and services, whilst keeping the three separate, thus providing the potential for reuse as well as forming the basis for interoperability between learning activities and services. As such, this specification promises unprecedented opportunities to build effective tutor support and presence into e-learning systems. The tools that implement the specification have primarily been used for research purposes and have not been targeted at teaching practitioners or learners working in teaching and learning situations. There is a perception amongst practitioners and tool developers that the specification and tools are too technical or difficult for practitioner use. This chapter examines practitioner use of current tools for creating IMS LD and the use of IMS LD units of learning (UoLs) with learners through projects being undertaken at Liverpool Hope University (LHU). It presents some of the experiences and findings gained from these projects. The chapter also examines current technologies and tools for creating and running IMS LD UoLs, and finally discusses the potential and future for IMS LD.

Systematic Review of Outdoor Science Learning Activities with the Integration of Mobile Devices

2020 ◽  
Vol 12 (2) ◽  
pp. 33-56
Author(s):  
Trina J. Kilty ◽  
Andrea C. Burrows
Keyword(s):  
Mobile Devices ◽  
Scientific Inquiry ◽  
Science Learning ◽  
Learning Activities ◽  
Learning Assessment ◽  
Learning Activity ◽  
Knowledge Gain ◽  
Observation Data ◽  
Science Content ◽  
Eligibility Criteria

The purpose of this systematic study review was to describe how researchers integrated mobile devices into outdoor science learning, assessment of those activities, and alignment of purpose, integration, and assessment. From initial 980 search results, the authors selected 45 articles based on the eligibility criteria of: (a) empirical study; (b) learning activity with science content; (c) outdoor setting; (d) mobile device integration; and (e) assessement. Researchers designed outdoor science learning activities integrated with mobile devices for the purposes of science knowledge gain, affective domain gain, and scientific inquiry. Researchers aligned components of scientific inquiry including hypothesis formation, observation, data collection and interpretation, and communication and collaboration. Conclusions describe benefits to integrating mobile devices with outdoor science learning activities by supporting scientific inquiry skill development. Alignment of purpose and assessment provides evidence of student learning important in meeting accountability standards.

scholarly journals Penerapan Model Pembelajaran Berbasis Masalah Untuk Meningkatkan Aktivitas Dan Hasil Belajar Siswa

2020 ◽  
Vol 3 (2) ◽  
pp. 140-154
Author(s):  
Ni Luh Suartini
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Learning Activity ◽  
Learning Design ◽  
Initial Observation ◽  
Two Stages ◽  
Academic Year

This study aims to improve the activities and student learning outcomes of Class IX-G SMP Negeri 5 Amlapura Semester I Academic Year 2018/2019.  The subjects in this study were 22 st grade students, amounting to 22 people;  consisting of 8 male students;  and 14 female students, in the first semester of the 2018/2019 school year.  This study uses a class action research design through two stages.  Student learning activity data is collected by observation sheets, and learning outcome data is collected by multiple choice tests.  Both types of data were analyzed by quantitative descriptive methods.  Before the two stages are carried out, the initial observation activities are conducted by the students' learning activities, and analyzing the questions of UTS Indonesian Language Class IX semester I of academic year 2018/2019.  The activity was carried out to determine the level of initial activity and student learning outcomes before the implementation of the Problem Based Learning model.  The results of this study indicate that the application of the Problem Based Learning design can increase learning activities and Indonesian language learning outcomes of Class IX-G SMP Negeri 5 Amlapura semester I of 2018/2019, namely in the initial observation of low student learning activities, increasing  from an average of 59,77 and completeness 13,63% in the first stage, in the second stage the average student learning activity was 81.25 and the completeness level was 86,36%.  While student learning outcomes increased from an average of 68,18, absorbency of 68,18%, and classical completeness level of 50,00% at initial reflection, increased to an average of 69,09, absorptive capacity of 69,09%, and the level  classical completeness was 59,09% in stage I. In stage II it increased to an average of 77,27, absorbency 77,27%, and classical completeness rate 90,91%. Based on these results the researchers formulated suggestions;  (1) Students are expected to be able to utilize this Learning design to improve their learning activities and outcomes;  (2) Other teachers can apply this learning design, by examining the weaknesses of the results of this study;  (3) Schools can make consideration material as one of the learning design that can be developed to solve learning problems in class;  (4) Other researchers can make the results of this study a relevant research study.

scholarly journals E-LEARNING EDMODO DENGAN MODEL PBL UNTUK MENINGKATKAN MINAT BELAJAR SISWA PADA MASA PANDEMI COVID-19

2021 ◽  
Vol 12 (1) ◽  
pp. 22
Author(s):  
Ervan Johan Wicaksana ◽  
Pramana Atmadja ◽  
Gusti Ayu Muthia
Keyword(s):  
Learning Process ◽  
Problem Based Learning ◽  
Research Data ◽  
Learning Activities ◽  
Learning Activity ◽  
Average Score ◽  
Student Interest ◽  
Learning Models ◽  
E Learning ◽  
Preliminary Study

Abstrak. Penelitian ini bertujuan untuk meningkatkan minat belajar siswa melalui penerapan E-Learning Edmodo dengan model pembeajaran PBL selama masa pandemi Covid-19 ini. Dalam studi pendahuluan yang dilakukan kepada siswa MAN 2 kota Jambi yang melakukan kegiatan pembelajaran selama pandemi Covid-19 menyatakan bahwa minat belajarnya rendah. Hal ini terjadi karena guru hanya memberikan tugas dan tidak ada proses pembelajaran yang menghubungkan langsung antara guru dan siswa melalui suatu kegiatan pembelajaran dan penggunaan platform Edmodo masih jarang digunakan. Pengambilan data dilakukan dengan menggunakan google form yang berisi kuesioner tentang tanggapan deskripsi kegiatan menggunakan edmodo kepada siswa kelas XI. Hasil peningkatan minat siswa berdasarkan beberapa indikator yang diamati adalah rasa senang dengan skor rata-rata 3,18 termasuk kategori baik, keingintahuan 3,38 kategori sangat baik, perhatian 3,30 kategori sangat baik, dan ketertarikan 3,015 kaategori baik. Berdasarkan data penelitian diketahui bahwa penerapan pembelajaran Problem Based Learning selama pembelajaran menggunakan e-learning edmodo mampu meningkatkan minat belajar siswa.Abstract. This study aims to increase students' interest in learning through the application of Edmodo E-Learning with PBL learning models during the Covid-19 pandemic. In a preliminary study conducted to MAN 2 students in Jambi City who conducted learning activities during the Covid-19 pandemic stated that their interest in learning was low. This happens because the teacher only gives assignments and there is no learning process that connects directly between the teacher and students through a learning activity and the use of Edmodo platform is still rarely used. Data was collected using a google form containing a questionnaire about responses to descriptions of activities using edmodo to class XI students. The results of increasing student interest based on several indicators observed were happy with an average score of 3.18 including the good category, curiosity 3.38 the excellent category, the attention of 3.30 the excellent category, and the interest of the 3,015 good category. Based on research data it is known that the application of Problem Based Learning during learning using ed-modo e-learning can increase student interest in learning.

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