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.

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.

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 STUDENTS’ PERSPECTIVES ON ONLINE LEARNING – ARE THEIR EXPECTATIONS MET BY CURRENT TEACHING PRACTICES?

2021 ◽  
Vol LXIX (1) ◽  
pp. 73-91
Author(s):  
Iulia Gonţa ◽  
Cristina Tripon
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Experience ◽  
Traditional Learning ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students

The challenges of online learning, created by the COVID-19 pandemic, have prompted a significant demand in researching this particular field of education. The adaptation to online learning, unfortunately, was applied in a context of unprepared teachers and students. This situation was caused by the new format of education, which differs significantly from massive open online courses, traditional learning or distance learning. The new hybrid model of education, prompted by the pandemic, has certainly become a trend that could incite future transformations in terms of teaching and learning. To better understand the specifics of this type of online learning, we asked the students (N = 705) from the University POLITEHNICA of Bucharest to express their opinion on their learning experience during the pandemic. The survey included the problems and expectations of the interviewees, and the research results were analyzed in the article. Our goal was to improve educational practices in the virtual educational environment. In this regard, we analyzed the important components of online learning, focusing on the following ones: the quality of the educational resources used to support the content, the improvement of the quality of the teacher- student relationships, time management, online assessment. The article also provides solutions for effective online learning, from the students’ perspective.

scholarly journals Maintaining Quality in Online Learning Environments

2019 ◽  
Vol 7 (12) ◽  
pp. 361-367
Author(s):  
Melissa Aldredge ◽  
Sarah DuBois ◽  
Diane Mobley ◽  
Elizabeth Prejean ◽  
Margaret Vienne
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Learning Experience ◽  
Academic Quality ◽  
Online Classroom ◽  
Careful Planning ◽  
Online Learning Environments ◽  
Security Issues ◽  
Secure Learning

The online classroom continues to play an ever increasing role in higher education. There are proven, research-based pedagogical techniques available to instructors who want to create online courses that are both dynamic and engaging. With careful planning, online learning can provide students with a positive learning experience without sacrificing the academic quality of learning. Addressing security issues and challenges is vital to maintaining the desired academic rigor and quality. This paper discusses these important security issues and offers a variety of solutions for facilitating a secure learning environment.

A Case Study Exploring Quality Standards for Quality E-Learning

2011 ◽  
pp. 232-240
Author(s):  
Colla J. MacDonald ◽  
Terrie Lynn Thompson
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Learning Experience ◽  
Quality Standards ◽  
Critical Issue ◽  
Educational Institutions ◽  
Online Programs ◽  
Learning Programs ◽  
E Learning

In order to satisfy the needs of growing numbers of adult learners, the availability of well-designed, effectively implemented, and efficiently delivered online courses is essential (MacDonald, Stodel & Casimiro, 2006; Palloff & Pratt, 2001). Despite the demand and prevalence of e-learning, there are still concerns regarding the quality and effectiveness of education offered online (Carstens & Worsfold, 2000; Noble, 2002). Too often, in an “effort to simply get something up and running” (Dick, 1996, p. 59), educators have been forced to compromise quality and design. Intensive competition among educational institutions has resulted in quality assurance becoming a critical issue for promoting learning and learning programs. Within this economically motivated environment, online learning has not escaped the scrutiny of quality standards. Quality in online programs is generally defined in terms of the design of the learning experience, the contextualized experience of learners, and evidence of learning outcomes (Jung, 2000; Salmon, 2000). However, the plethora of online learning courses and programs with few standards to ensure the quality of content, delivery, and/or service creates a challenge. The resulting variance in quality makes it difficult for an organization or learner to choose a program that meets their needs and is also of high quality.

A Practical Guide to Evaluate Quality of Online Courses

2010 ◽  
pp. 228-248
Author(s):  
Yungwei Hao ◽  
Gary Borich
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Online Course ◽  
Course Structure ◽  
Decomposition Model ◽  
Practical Guide ◽  
Architectural Framework

This chapter introduces a graphic approach to define quality inonline courses. The Decomposition Model (Borich & Jemelka, 1982) is used to illustrate course structure and the salient characteristics of an effective online course. The constraints that influence the success of online courses are discussed. Salient transactions (activities) that occur in online coursesare described. And the means-end continuum in the process of online learning is illustrated graphically. The chapter is expected to provide readers with a whole picture of a qualityonline course through an architectural framework.

How Students' Experience in E-Learning Affects Their Judgements about the Quality of an Online Course

2015 ◽  
Vol 6 (1) ◽  
pp. 14-25 ◽  
Author(s):  
Roumiana Peytcheva-Forsyth ◽  
Blagovesna Yovkova
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Decision Makers ◽  
Educational Institutions ◽  
Online Course ◽  
Face To Face ◽  
Pedagogical Design ◽  
Blended Courses ◽  
E Learning

The increasing attempts of traditional universities to introduce e-learning in its different modalities – ranging from fully online to different combinations between online and face-to-face pedagogical interactions - raise serious questions about the quality assurance of the learning experience. One possible approach to explore the quality of online learning is to adopt the perspective of the decision-makers, the higher educational institutions and their staff. Another approach is to investigate what are the different dimensions of quality online learning experience from the perspective of students. This article presents a study of students' opinions and attitudes about the quality of different elements in the pedagogical design of blended courses. The majority of the students involved in the research have had no or little experience in online learning. The authors try to find out whether there is a relation between the students' previous experience in e-learning and their judgements about different aspects of its quality.

Teacher Practices in Using Learning Analytics to Enhance Learning in Blended Online Studies

2020 ◽  
pp. 99-108
Author(s):  
Airina Volungevičienė ◽  
Josep M. ◽  
Justina Naujokaitienė ◽  
Giedre Tamoliune ◽  
Rasa Greenspon
Keyword(s):  
Learning Analytics ◽  
Teaching And Learning ◽  
Online Courses ◽  
Teacher Practices ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Technology Enhanced Learning ◽  
Learning Success

While higher education institutions (HEIs) are exploring innovative ways to enhance and facilitate learning experience of students and so to improve the overall quality of studies, technology enhanced learning (TEL, henceforth) becomes inevitable. Having explored the possibilities and benefits of TEL, HEIs encourage teachers to develop blended online courses in virtual learning environments, to use new tools and solutions available for student learning monitoring and enhancement and to research how these practices are successful and what are the factors that make impact to teaching and learning success. This paper aims to identify teacher practices how the use of learning analytics in virtual learning environment may enhance learners’ engagement in blended online studies in HE.

A Practical Guide to Evaluate Quality of Online Courses

2010 ◽  
pp. 324-343
Author(s):  
Yungwei Hao ◽  
Gary Borich
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Online Course ◽  
Course Structure ◽  
Decomposition Model ◽  
Practical Guide ◽  
Architectural Framework

This chapter introduces a graphic approach to define quality in online courses. The Decomposition Model (Borich & Jemelka, 1982) is used to illustrate course structure and the salient characteristics of an effective online course. The constraints that influence the success of online courses are discussed. Salient transactions (activities) that occur in online courses are described. And the means-end continuum in the process of online learning is illustrated graphically. The chapter is expected to provide readers with a whole picture of a quality online course through an architectural framework.

Using Course Maps for Easy Classroom to Computer Transition

2011 ◽  
pp. 2226-2230
Author(s):  
Stephanie J. Etter ◽  
Lisa T. Byrnes
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Online Course ◽  
History Of Higher Education ◽  
Web Based ◽  
Course Content ◽  
Face To Face ◽  
Learning Programs ◽  
History Of

Online learning is the fastest growing segment in the educational marketplace (Conhaim, 2003). As the number of online courses increases and distance learning programs grow in popularity, questions of quality and comparability of online courses with traditional methods naturally arise (Schulman & Sims, 1999). While online learning is the fastest growing educational segment, partly in thanks to on-campus students who choose to take courses online, there are still debates about not only the quality of the course content, but the quality of the technology used as well. According to Bowman (2003), in “the history of higher education, online classes are relatively new, and it is yet to be determined how to take full advantage of the technology” (p. 73). Traditional face-to-face courses, which may have been proven successful in terms of evaluations and outcomes assessments, are increasingly being converted to online courses. A study by Smith, Ferguson, and Caris (2000) concluded: “Contrary to intuition, current Web-based online college courses are not an alienating, mass-produced product. They are a laborintensive, highly text-based, intellectually challenging forum which elicits deeper thinking on the part of the students” (p. 67). Converting a traditional classroom course that is intellectually challenging and that elicits deeper thinking into an online course that can do the same can be a harrowing task. The process of converting a face-to-face course into an online course without compromising the course’s integrity and quality is a difficult burden to overcome. The burden of the conversion process can be eased, however, through the use of course maps.

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