Learning Analytics in Online Language Learning

Thomas, Michael; Reinders, Hayo; Gelan, Anouk

doi:10.4324/9781315205618-13

Cited by 9 publications

(4 citation statements)

References 8 publications

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“…Having access to learner analytics allows teachers and course administrators to affect personalized interventions with each of their students. Moreover, such information enables them to adjust the content or format of their blended learning modules to meet the needs and interests of specific student cohorts (Thomas et al, 2017; Verbert et al, 2013; Vuorikari & Castano Munoz, 2016). As teaching and learning increasingly involve blended pedagogical approaches, combining pedagogical theory with the use of analytics is vital (Rienties et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Blended learning has been found to increase engagement, retention, and student satisfaction (Baumgartner, 2015; Gadbois & Quildon, 2013; Moradimokhles & Hwang, 2020) and to facilitate language learning in general (Kohnke, 2021; Li, 2017). Effectively incorporating blended learning into course delivery and learning resources (Thomas et al, 2017) requires a thorough understanding of the ways in which higher education students learn (Golonka et al, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

“…A generally accepted definition of learning analytics is “the measurement, collection, analysis, and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs” (Ferguson, 2012). The analytics of learners can be of use in understanding the complexities of L2 acquisition (Thomas et al, 2017) because they reveal what students do. They can be used to bridge pedagogy and analytics (Rienties et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

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Using Learner Analytics to Explore the Potential Contribution of Multimodal Formative Assessment to Academic Success in Higher Education

2022

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Blended learning pedagogical practices supported by learning management systems have become an important part of higher education curricula. In most cases, these blended curricula are evaluated through multimodal formative assessments. Although assessments can strongly affect student outcomes, research on the topic is limited. In this paper, we adopted a learning analytics approach to explore student engagement with formative assessments and the power of these assessments to predict student outcomes in an English for Academic Purposes courses in a Hong Kong university. The study retrieved the data logs from 7,815 students and used the data to analyze student engagement with the formative assessments. The results suggested that the students put effort into completing the assessments. The degree to which assessments predict learning outcomes depend on students’ level of subject knowledge and their understanding of the relevance of the assessments. This study showed that learning analytics provided reliable evidence for understanding students’ engagement and identifying at-risk students. Therefore, learning analytics research has the potential to inform pedagogical practice.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Using Learner Analytics to Explore the Potential Contribution of Multimodal Formative Assessment to Academic Success in Higher Education

2022

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“…Many Universities believe that online learning and digital technologies will enhance learning and students experience (Thomas et al, 2017). This increase focus on online learning and it has led to the composition of digital technologies and platforms that have changed the way language learners and teachers interact (Fischer et al, 2013).…”

Section: Online Learningmentioning

confidence: 99%

The effects of using online collaborative learning on English oral communication ability of EFL lower secondary students

Songpitak

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This study aimed to 1) investigate the effects of online collaborative learning in enhancing the English oral communication ability of EFL lower secondary students, and 2) to explore the opinions of EFL lower secondary students towards the use of online collaborative learning. The participants of this study were thirty 9th grade students studying at a private school in Phra Nakhon Sri Ayutthaya province and were selected based on convenience sampling. The current study employed one group pre-test and post-test design. The research instruments utilized were pre-test, post-test, and semi-structured interviews. The data analysis employed the statistics of paired-sample t-test, mean, standard deviation, and content analysis. The results of this study indicated that the English oral communication ability of the students significantly improved after the implementation of online collaborative learning instruction (p = .01), and most participants had�positive opinions towards online collaborative learning.

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Assessing Learning Outcomes

Davies

2020

Handbook of Research in Educational Communications and Technology

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Learning Analytics in Online Language Learning

Cited by 9 publications

References 8 publications

Using Learner Analytics to Explore the Potential Contribution of Multimodal Formative Assessment to Academic Success in Higher Education

Using Learner Analytics to Explore the Potential Contribution of Multimodal Formative Assessment to Academic Success in Higher Education

The effects of using online collaborative learning on English oral communication ability of EFL lower secondary students

Assessing Learning Outcomes

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