Learning Analytics Software Implementation for the Moodle Learning Management System

Dondorf, Thomas; Pyka, Christiane; Gramlich, Richard; Sewilam, Hani; Nacken, Heribert

doi:10.21125/iceri.2019.1655

Cited by 3 publications

(2 citation statements)

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“…This finding suggests that higher learning analytics adoption could be achieved with improvements in learning analytics infrastructure in higher education institutions. Dondorf et al (2019) stated that various higher education institutions rely on built-in learning analytics of learning management systems such as Moodle. This demonstrates the higher education organisational preparedness to provide adequate technologies for learning analytics.…”

Section: Modelling Testingmentioning

confidence: 99%

Critical Determinants for Learning Analytics Adoption in Higher Education

2022

Proceedings of the 16th International Conference on E-Learning (EL 2022)

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The purpose of this paper is to present an empirical investigation of the critical determinants for the adoption of learning analytics in higher education. A conceptual model was proposed to understand better the adoption of learning analytics in higher education by teaching staff. Structural equation modelling is used for testing and validating the proposed conceptual model based on the survey data collected from Australia, South Africa, and Zimbabwe. Five study hypotheses were statistically significant, while two were statically insignificant. A positive relationship was revealed between user preparedness, technology preparedness, perceived usefulness, and social influence with behavioural intentions to adopt learning analytics in higher education. Hypotheses between user preparedness and perceived usefulness as well as user preparedness and learning analytics adoption were rejected. This study contributes to the learning analytics adoption research by proposing and validating a research model for the adoption of learning analytics in higher education.

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Section: Modelling Testingmentioning

confidence: 99%

Critical Determinants for Learning Analytics Adoption in Higher Education

2022

Proceedings of the 16th International Conference on E-Learning (EL 2022)

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“…Academic analytics and learning management systems have become increasingly common in recent times [8][9][10][11][12], especially Moodle systems [13][14][15][16][17][18] or also in MOOCs [19][20][21][22][23][24]. Given the circumstances that were imposed by the pandemic, virtual learning environments enable us to measure how the transition from face-to-face teaching to online has been made [25].…”

Section: Upc Contextmentioning

confidence: 99%

A Methodology to Study the University’s Online Teaching Activity from Virtual Platform Indicators: The Effect of the Covid-19 Pandemic at Universitat Politècnica de Catalunya

et al. 2021

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The Covid-19 pandemic led Catalan universities to do all teaching and evaluation online from 11 March 2020 until the end of term on 30 July. Conventional universities made the transition to online teaching in just a few days and suddenly virtual platforms become the centre of interaction between lecturers and students. Data that were obtained from the virtual platforms gave extremely valuable information about what was being done in class. This paper analyses data taken from Atenea, the Moodle virtual platform at the Universitat Politècnica de Catalunya (UPC), during quarantine. The key indicators and a data analysis design for Moodle have been proposed, which reveal teaching developments at various levels (overall and at the centre and subject level). This is applied to study data from the UPC Moodle and the results are discussed. The methodology can be extrapolated to other universities with Moodle platforms because the UPC is a set of small campuses and centres.

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