Abstract. Learning analytics seek to enhance the learning processes through systematic measurements of learning related data and to provide informative feedback to learners and educators. Track data from Learning Management Systems (LMS) constitute a main data source for learning analytics. This empirical contribution provides an application of Buckingham Shum and Deakin Crick's theoretical framework of dispositional learning analytics: an infrastructure that combines learning dispositions data with data extracted from computer-assisted, formative assessments and LMSs. In a large introductory quantitative methods module, 922 students were enrolled in a module based on principles of blended learning, combining face-to-face Problem-Based Learning sessions with e-tutorials. We investigated the predictive power of learning dispositions, outcomes of continuous formative assessments and other system generated data in modelling student performance and their potential to generate informative feedback. Using a dynamic, longitudinal perspective, computer-assisted formative assessments seem to be the best predictor for detecting underperforming students and academic performance, while basic LMS data did not substantially predict learning. If timely feedback is crucial, both use-intensity related track data from e-tutorial systems, and learning dispositions, are valuable sources for feedback generation.

Web-videoconference systems offer several tools (like chat, audio, and webcam) that vary in the amount and type of information learners can share with each other and the teacher. It has been proposed that tools fostering more direct social interaction and feedback amongst learners and teachers would foster higher levels of engagement. If so, one would expect that the richer the tools used, the higher the levels of learner engagement. However, the actual use of tools and contributions to interactions in the learning situation may relate to students' motivation. Therefore, we investigated the relationship between available tools used, student motivation, participation, and performance on a final exam in an online course in economics (N = 110). In line with our assumptions, we found some support for the expected association between autonomous motivation and participation in web-videoconferences as well as between autonomous motivation and the grade on the final exam. Students' tool use and participation were significantly correlated with each other and with exam scores, but participation appeared to be a stronger predictor of the final exam score than tool use. This study adds to the knowledge base needed to develop guidelines on how synchronous communication in e-learning can be used.

In recent years, increasing attention has been devoted to virtual learning. In the last decade, a large number of studies in Computer-Supported Collaborative Learning (CSCL) have assessed how social interaction, learning processes and outcomes in virtual settings are intertwined. Although recent research findings indicate that learners differ with respect to the amount and type of discourse contributed in virtual settings, little is known about the causes of these differences. The research presented here looks into the effects of motivation of learners on their contribution to discourse using the Deci and Ryan framework of (intrinsic/extrinsic) motivation. This study of 100 participants who were randomly distributed in six groups of 14 members collaborated in a virtual setting to remediate deficiencies in economics indicates that individuals differed with respect to the amount of discourse activity. Furthermore, an integrated multi-method approach (Content Analysis, Social Network Analysis and Academic Motivation Scale) was used in order to examine the impact of academic motivation on the type of discourse activity contributed and on the position of the learner in the social network. The results indicate that highly intrinsically motivated learners become central and prominent contributors to cognitive discourse. In contrast, extrinsically motivated learners contribute on average and are positioned throughout the social network. The research results reveal that differences in academic motivation influences the type of contributions to discourse as well as the position a learner takes within the social network

With the increased affordances of synchronous communication tools, more opportunities for online learning to resemble face-to-face settings have recently become available. However, synchronous communication does not afford as much time for reflection as asynchronous communication. Therefore, a combination of synchronous and asynchronous communication in e-learning would seem desirable to optimally support learner engagement and the quality of student learning. It is still an open question though, how to best design online learning with a blend of synchronous and asynchronous communication opportunities over time. Few studies have investigated the relationship between learners' actual use of synchronous and asynchronous communication over time. Therefore, this study addressed that relationship in an online course (N=110), taking into account student motivation, and employing a dynamic inter-temporal perspective. In line with our assumptions, we found some support for the expected association between autonomous motivation and engagement in asynchronous and synchronous communication, be it restricted primarily to the first course period. Also, positive relations between engagement in synchronous and asynchronous communication were found, with the strongest influence from using asynchronous to synchronous communication. This study adds to the knowledge base needed to develop guidelines on how synchronous communication can be combined with asynchronous learning. © 2013 John Wiley & Sons Ltd