Automatic modeling learner’s personality using learning analytics approach in an intelligent Moodle learning platform

Tlili, Ahmed; Denden, Mouna; Essalmi, Fathi; Jemni, Mohamed; Chang, Maiga; Kinshuk, Kinshuk; Chen, Nian Shing

doi:10.1080/10494820.2019.1636084

Cited by 38 publications

(22 citation statements)

References 40 publications

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“…Thus, it is possible to understand the context in which learning takes place and the learning environment. LA is very effective in terms of developing students' learning performances, enhancing the effectiveness of learning, identifying the students who are at risk of academic failure, thereby providing interventions (Gaševi c, Dawson, Rogers, & Gasevic, 2016;Tlili et al, 2019). Moreover, it can help to provide more effective feedback on the learning processes (Dawson, Gaševi c, Siemens, & Joksimovic, 2014).…”

Section: Learning Analytics For Scaffolding In Online Learning Envimentioning

confidence: 99%

“…For the last years, there has been growing interest in employment LA in online learning environments (Hernández-Lara, Perera-Lluna, & Serradell-López, 2019). Through LA, it is possible to first analyse, and then report the learning behaviours of the students in online learning environments so that they can be provided with feedback (Tlili et al, 2019). Thus, it will be possible to raise awareness of the students on the online processes of the FC model and to develop their learning processes and results.…”

Section: Introductionmentioning

confidence: 99%

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Enhancing community of inquiry and reflective thinking skills of undergraduates through using learning analytics‐based process feedback

Yılmaz

2020

Computer Assisted Learning

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This research aims to investigate into the effect of using learning analytics (LA)-based process feedback on students' perceptions of community of inquiry (teaching, social and cognitive presence) and their reflective thinking skills. By using a mixed-method research approach (QUAN + qual), this study was conducted as an experimental design with the pretest-posttest control group. A total of 104 university students who were randomly assigned to the experiment group (EG) and control group (CG) were recruited in this study. The procedure was conducted within the scope of the computing course based on the flipped classroom (FC) model. While the participants in the EG received LA-based process feedback which shows their LA results in a weekly manner, those in the CG did not get any LA-based process feedback. The data were collected through the Community of Inquiry Scale, the Reflective Thinking Scale and a semi-structured student opinion form. The findings indicated that sending feedback including the students' LA results had a statistically significant effect on the students' perceptions of community of inquiry and reflective thinking skills. Based on the findings of the study, several recommendations for teachers, instructional designers and researchers have been made.

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Section: Learning Analytics For Scaffolding In Online Learning Envimentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Enhancing community of inquiry and reflective thinking skills of undergraduates through using learning analytics‐based process feedback

Yılmaz

2020

Computer Assisted Learning

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“…Moodle is one of the virtual learning platforms widely used for different educational purposes that provides possibilities for teachers to access the data of learners' behaviour and ensures the analysis of LA data by default functions of the system. It is also compatible with a number of other LA systems that can be integrated with institutional Moodle platforms to provide possibilities for teachers to explore data collected by LA by analysing the visualization and clustering of learner groups' behaviour (Tlili et al, 2019).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Using learning analytics to engage students: Improving teaching practices through informed interactions

Naujokaitienė

Tamoliūnė

Volungevičienė

et al. 2020

J. New Approaches Educ. Res.

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Student engagement is one of the most relevant topics within the academic and research community nowadays. Higher education curriculum, teaching and learning integrate new technology- supported learning solutions. New methods and tools enhance teacher and learner interactions and influence learner engagement positively. This research addresses the need to explore new ways of improving teaching practices to better engage students with the help of learning analytics. The paper investigates how university teachers use the data from learning analytics to observe learners and to engage them in online learning. Qualitative inquiry was chosen to approach the research problem, and semi-structured interviews with the teachers using (blended) online learning were conveyed to explore teacher practices in students’ behaviour and engagement observations online, disclosing teachers’ abilities to understand the challenging learner engagement process based on the data from learning analytics. The new evidence provided by this research highlights the successful practices in the use of learning analytics data to observe students’ behaviour and engagement and to inform teachers on the presence needed in order to develop learner–centred activities and to make curriculum changes. The limitation of this study lies in the fact that the different online teaching experiences that research participants had might have restricted their understanding of the use of LA data for curriculum development and learners’ engagement.

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“…For example, technology has been used in education with the aim of reaching as many people as possible (Weerakkody et al, 2014), complementing existing ways to teach and engage with difficult concepts (Molnar, 2019) or as a mean to help teachers find existing educational resources which might be useful in their classroom (London et al, 2018). Technology adoption has been motivated by improving the quality of education (del Río et al, 2019;Tlili et al, 2019), motivating students (del Río et al, 2019), finding alternative solutions to deliver content that it is difficult to understand or costly and difficult to reproduce in a classroom environment (Molnar, 2017) and increasing access to mobile technology and their usage by their owners for learning (Molnar, 2014). The use of technology allows to personalize the learning and provide a tailored experience to the students which might otherwise be difficult to achieve especially at large scale (Popleteev et al, 2013;Tlili et al, 2019).…”

Section: Current Practicesmentioning

confidence: 99%

“…Technology adoption has been motivated by improving the quality of education (del Río et al, 2019;Tlili et al, 2019), motivating students (del Río et al, 2019), finding alternative solutions to deliver content that it is difficult to understand or costly and difficult to reproduce in a classroom environment (Molnar, 2017) and increasing access to mobile technology and their usage by their owners for learning (Molnar, 2014). The use of technology allows to personalize the learning and provide a tailored experience to the students which might otherwise be difficult to achieve especially at large scale (Popleteev et al, 2013;Tlili et al, 2019).…”

Section: Current Practicesmentioning

confidence: 99%

Education in Smart Cities: Practices and Challenges

Molnar¹

2019

Proceedings of the 16th International Conference on Applied Computing 2019

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Education is one of the main services offered by the government. Within the advent of smart cities, smart education is defined as the education strategy for smart cities and the concept is becoming more popular with the advent of smart cities. This research aims to address the role of education in smart cities context by providing an overview of the current practices and discussing some of the challenges that exist in delivering education within this context. The following challenges have been identified: advocating for technology, the risk of increasing the rural-urban divide, multidisciplinary of the field and the existence of different definitions of what a smart city is.

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Automatic modeling learner’s personality using learning analytics approach in an intelligent Moodle learning platform

Cited by 38 publications

References 40 publications

Enhancing community of inquiry and reflective thinking skills of undergraduates through using learning analytics‐based process feedback

Enhancing community of inquiry and reflective thinking skills of undergraduates through using learning analytics‐based process feedback

Using learning analytics to engage students: Improving teaching practices through informed interactions

Education in Smart Cities: Practices and Challenges

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