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|Title:||Learning analytics: a bottom-up approach to enhancing and evaluating students' online learning||Contributor(s):||Fisher, Josie A (author) ; Valenzuela, Fredy (author); Whale, Sue (author)||Corporate Author:||Australian Government Office for Learning and Teaching||Publication Date:||2014||Handle Link:||https://hdl.handle.net/1959.11/15261||Abstract:||This project explored the potential for enhancing students' learning experiences by utilising data from a learning management system (LMS) in an innovative way to inform practice. It closely aligned with the OLT Seed Project Priority Area: Innovation and development in learning and teaching, including in relation to the role of new technologies. Identified outputs: • a critical evaluation of the assumption that analytics can be utilised at the subject level to inform teaching practice in real time leading to lower attrition, increased student engagement and satisfaction, and higher success rates within the subjects; and • an evaluation of student perceptions on the use of analytics as an indicator for the need for interventions, and the value of the interventions provided. The project evaluated the effectiveness of utilising learning analytics to inform effective 'real time' delivery of tailored learning resources and activities interventions) to students identified as being at risk of non-completion or failing selected business subjects offered by distance education at the University of New England (UNE). Three subjects were included in the study, one undergraduate and two postgraduate. Prior to the commencement of teaching, each subject was reviewed to identify key points during the teaching period where tracking data available in the LMS could be utilised to inform interventions which were considered to be of most value to students. The interventions were then developed specifically for each subject. The lecturer delivering the subject was responsible for managing the interventions and each was personalised to the student (as opposed to automatically generated communications). Across the three subjects, 248 students were enrolled and 90 of these students received at least one intervention. Student activity following the interventions was reviewed to determine the resulting impact of each prompt. Final results and student evaluation surveys were also examined and compared to the previous year's offering for the same subject. Students were surveyed at the end of the teaching period to determine their perceptions of the interventions including their value and impact on behaviour. The survey was followed by a series of in-depth interviews conducted with students who were part of the project.||Publication Type:||Report||Publisher:||Australian Government Office for Learning and Teaching||Place of Publication:||Sydney, Australia||ISBN:||9781743615638
|Field of Research (FOR):||139999 Education not elsewhere classified||HERDC Category Description:||R1 Contract Report||Other Links:||http://www.olt.gov.au/project-learning-analytics-bottom-approach-enhancing-and-evaluating-studentsapos-online-learning-201||Extent of Pages:||18||Statistics to Oct 2018:||Visitors: 1001
|Appears in Collections:||Report|
UNE Business School
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