A Review of Learning Analytics Studies

Hantoobi, Sendeyah; Wahdan, Ahlam; Al-Emran, Mostafa; Shaalan, Khaled

doi:10.1007/978-3-030-64987-6_8

Cited by 16 publications

(7 citation statements)

References 29 publications

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“…According to the 2017 Horizon K-12 report [12], the main goals of using LA in primary and secondary education are to predict student outcomes, implement interventions or adapt the curriculum, and even suggest new approaches to improve student success. This is corroborated by recent reviews for which LADs seem to provide efficient predictive models [13] for retention, study success, test score, drop-out and students' well-being [14,15]. The COVID-19 pandemic functioned as a catalyst for an exponential growth in the use of digital technology in classrooms, and the creation of data from this; however it is not clear that teachers are able to capitalize on this data and there is, therefore, a need to develop LADs for improving pedagogical decision-making.…”

Section: Plos Onesupporting

confidence: 70%

Digital transformation in schools of two southern regions of Sweden through implementation-informed approach: A mixed-methods study protocol

Masiello,

Fixsen,

Nordmark

et al. 2023

PLoS ONE

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Background The enhancement of–or even a shift from–traditional teaching and learning processes to corresponding digital practices has been rapidly occurring during the last two decades. The evidence of this ongoing change is still modest or even weak. However, the adaptation of implementation science in educational settings, a research approach which arose in the healthcare field, offers promising results for systematic and sustained improvements in schools. The aim of this study is to understand how the systematic professional development of teachers and schools principals (the intervention) to use digital learning materials and learning analytics dashboards (the innovations) could allow for innovative and lasting impacts in terms of a sustained implementation strategy, improved teaching practices and student outcomes, as well as evidence-based design of digital learning material and learning analytics dashboards. Methods This longitudinal study uses a quasi-experimental cluster design with schools as the unit. The researchers will enroll gradually 145 experimental schools in the study. In the experimental schools the research team will form a School Team, consisting of teachers/learning-technologists, school principals, and researchers, to support teachers’ use of the innovations, with student achievement as the dependent variable. For the experimental schools, the intervention is based on the four longitudinal stages comprising the Active Implementation Framework. With an anticipated student sample of about 13,000 students in grades 1–9, student outcomes data are going to be analyzed using hierarchical linear models. Discussion The project seeks to address a pronounced need for favorable conditions for children’s learning supported by a specific implementation framework targeting teachers, and to contribute with knowledge about the promotion of improved teaching practices and student outcomes. The project will build capacity using implementation of educational technology in Swedish educational settings.

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Section: Plos Onesupporting

confidence: 70%

Digital transformation in schools of two southern regions of Sweden through implementation-informed approach: A mixed-methods study protocol

Masiello,

Fixsen,

Nordmark

et al. 2023

PLoS ONE

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“…The challenges of data privacy and ownership are, according to the reviews [2,15,16,18,22,[24][25][26][27][28]30,31], not sufficiently researched and discussed, as also pointed out in recent research literature [37,40]. However, those are issues that could ultimately end up being politicized, possibly discouraging further development of LADs, if not properly attended at the right level, i.e., between students or legal guardians, teachers, and the respective educational institutions [15,31].…”

Section: Trend 3 Data Privacy Ownership and Legal Frameworkmentioning

confidence: 99%

“…However, those are issues that could ultimately end up being politicized, possibly discouraging further development of LADs, if not properly attended at the right level, i.e., between students or legal guardians, teachers, and the respective educational institutions [15,31]. Legal frameworks are proposed to mitigate concerns over LA [37,40], although this is a relatively new phenomenon with few examples in practice, which leaves room for interpretation of legal frameworks in different contexts [39]. A key ethical concern is data ownership.…”

Section: Trend 3 Data Privacy Ownership and Legal Frameworkmentioning

confidence: 99%

A Current Overview of the Use of Learning Analytics Dashboards

Masiello,

Mohseni,

Palma

et al. 2024

Education Sciences

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The promise of Learning Analytics Dashboards in education is to collect, analyze, and visualize data with the ultimate ambition of improving students’ learning. Our overview of the latest systematic reviews on the topic shows a number of research trends: learning analytics research is growing rapidly; it brings to the front inequality and inclusiveness measures; it reveals an unclear path to data ownership and privacy; it provides predictions which are not clearly translated into pedagogical actions; and the possibility of self-regulated learning and game-based learning are not capitalized upon. However, as learning analytics research progresses, greater opportunities lie ahead, and a better integration between information science and learning sciences can bring added value of learning analytics dashboards in education.

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“…Universities are recognizing the benefits of information solutions that not only better students at all stages of their education, even the most challenging, but also implement ever more effective educational resources to enhance the learning experience for students and their instructors [2]. Teaching module organizers and instructors focus on analytics results and the use of algorithms to improve their content and flexibility to identify students at risk of academic failure as early as possible and then provide them with more targeted learning solutions [3].…”

Section: Introductionmentioning

confidence: 99%

Acquiring, Analyzing and Interpreting Knowledge Data for Sustainable Engineering Education: An Experimental Study Using YouTube

et al. 2022

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With the immersion of a plethora of technological tools in the early post-COVID-19 era in university education, instructors around the world have been at the forefront of implementing hybrid learning spaces for knowledge delivery. The purpose of this experimental study is not only to divert the primary use of a YouTube channel into a tool to support asynchronous teaching; it also aims to provide feedback to instructors and suggest steps and actions to implement in their teaching modules to ensure students’ access to new knowledge while promoting their engagement and satisfaction, regardless of the learning environment, i.e., face-to-face, distance and hybrid. Learners’ viewing habits were analyzed in depth from the channel’s 37 instructional videos, all of which were related to the completion of a computer-aided mechanical design course. By analyzing and interpreting data directly from YouTube channel reports, six variables were identified and tested to quantify the lack of statistically significant changes in learners’ viewing habits. Two time periods were specifically studied: 2020–2021, when instruction was delivered exclusively via distance education, and 2021–2022, in a hybrid learning mode. The results of both parametric and non-parametric statistical tests showed that “Number of views” and “Number of unique viewers” are the two variables that behave the same regardless of the two time periods studied, demonstrating the relevance of the proposed concept for asynchronous instructional support regardless of the learning environment. Finally, a forthcoming instructor’s manual for learning CAD has been developed, integrating the proposed methodology into a sustainable academic educational process.

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A Review of Learning Analytics Studies

Cited by 16 publications

References 29 publications

Digital transformation in schools of two southern regions of Sweden through implementation-informed approach: A mixed-methods study protocol

Digital transformation in schools of two southern regions of Sweden through implementation-informed approach: A mixed-methods study protocol

A Current Overview of the Use of Learning Analytics Dashboards

Acquiring, Analyzing and Interpreting Knowledge Data for Sustainable Engineering Education: An Experimental Study Using YouTube

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