Synergies of Learning Analytics and Learning Design: A Systematic Review of Student Outcomes

Blumenstein, Marion

doi:10.18608/jla.2020.73.3

Cited by 27 publications

(29 citation statements)

References 81 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The primary goal of LA is to improve student learning and the learning environment through real‐time and data‐informed decisions. For example, data extracted, visualized, and analysed by educational researchers and practitioners through LMS dashboards can help them design interventions and personalized learning opportunities (Blumenstein, 2020; Larusson & White, 2014). Learning design refers to an instructional plan that facilitates making pedagogically‐informed decisions about activities and resources optimizing learning in a learning environment (Blumenstein, 2020; Gašević et al, 2016; Mangaroska & Giannakos, 2019; Rienties et al, 2017).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Standing on the shoulders of giants: Online formative assessments as the foundation for predictive learning analytics models

Bulut

Gorgun

Yildirim-Erbasli

et al. 2022

Brit J Educational Tech

View full text Add to dashboard Cite

As universities around the world have begun to use learning management systems (LMSs), more learning data have become available to gain deeper insights into students' learning processes and make data-driven decisions to improve student learning. With the availability of rich data extracted from the LMS, researchers have turned much of their attention to learning analytics (LA) applications using educational data mining techniques. Numerous LA models have been proposed to predict student achievement in university courses. To design predictive LA models, researchers often follow a data-driven approach that prioritizes prediction accuracy while sacrificing theoretical links to learning theory and its pedagogical implications. In this study, we argue that instead of complex variables (e.g., event logs, clickstream data, timestamps of learning activities), data extracted from online formative assessments should be the starting point for building predictive LA models. Using the LMS data from multiple offerings of an asynchronous undergraduate course, we analysed the utility of online formative assessments in predicting students' final course performance. Our findings showed that the features extracted from online formative assessments (e.g., completion, timestamps and scores) served as strong and significant predictors of students' final course performance. Scores from online formative assessments were consistently the strongest predictor of student performance across the three sections

show abstract

Section: Theoretical Frameworkmentioning

confidence: 99%

Standing on the shoulders of giants: Online formative assessments as the foundation for predictive learning analytics models

Bulut

Gorgun

Yildirim-Erbasli

et al. 2022

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Apart from designing for data privacy (as required, e.g., by the General Data Protection Regulation, GDPR, in Europe) (Hoel & Chen, 2016), the collection of meaningful and reliable data requires careful thought about how students interact with the different parts of the IBL ecosystem. For example, frameworks such as the Learning Analytics Learning Gain Design (LALGD) model could contribute to aligning meaningful data capture with pedagogical intentions and their learning outcomes (Blumenstein, 2020). 5.…”

Section: Design Guidelines For Solutions That Align Design and Analytics For Iblmentioning

confidence: 99%

ADA for IBL: Lessons Learned in Aligning Learning Design and Analytics for Inquiry-Based Learning Orchestration

Rodríguez‐Triana¹,

Prieto²,

Dimitriadis³

et al. 2021

JLA

View full text Add to dashboard Cite

Orchestrating technology-enhanced learning is a difficult task, especially in demanding pedagogical approaches like inquiry-based learning (IBL). To foster effective teacher adoption, both the complexity of designing IBL activities and the uncertainty about the student learning path during enactment need to be addressed. Previous research suggests that aligning learning design and learning analytics can be an effective way to provide such orchestration support. This paper reports on a design-based research (DBR) project to explore teachers’ orchestration needs in Go-Lab (a technological ecosystem for IBL used by thousands of primary and secondary school teachers around the world), and on how solutions that align learning design and analytics can fulfill such needs. The analysis of data from multiple events (including surveys, case studies, workshops with teachers, and platform usage analyses) led to a catalogue of IBL orchestration needs that can be tackled by aligning learning design and analytics, as well as a list of guidelines for technology development aiming to support IBL orchestration. These two contributions can support the creation of future learning analytics–enhanced IBL environments that are both pedagogically grounded and usable by teachers in authentic settings.

show abstract

“…Thus, the students can obtain a hands-on experience before commencing to do some real exam. All these steps could assist to increase the student's performance [4].…”

Section: The Positive Effects Of the Electronic Test On Studentsmentioning

confidence: 99%

“…For example, unequal levels of computer skills among the users could be a barrier to apply this kind of test equally. In addition, technical problems that are related to hardware and software are considered as one of the practical problems [3][4][5].…”

Section: Introductionmentioning

confidence: 99%

What are the Aspects of Adopting Computer-Based Exams and do they Impact Negatively on Students?

Emdas¹,

Alruwaili²

2021

Computer Science &Amp; Information Technology (CS &Amp; IT)

View full text Add to dashboard Cite

Computer-based exams (CBEs) have been used in various courses, such as schools, universities and other training centres. As there are many educational institutions which have chosen to convert from paper test system to computer- based exam. However, adopting computer tests may lead to some difficulties for the students, which relates to technical defects and lake of computer skills of some students when they applying the computer based exams. The purpose of the essay was to determine negative and positive effects on the students of using computer-based exams and focus on some of suggesting solutions to the negative effects, such the exams to make continuous use of computer- based possible. In the first section the computer test, which could cause negative effects on students due to various levels of skills to use computer and some technical problems was examined. The design of the computer examination system requires careful planning and study from several aspects before becoming officially accepted, the computer-based exams still have a few problems which may lead to difficulties in using computer exams. Then the many benefits which could be gained by using computer-based exams, such as the student will be more independent with computer test were described. In addition, the students have accessible to the exams through the internet network. Finally, the effectiveness of certain strategy to solve the negative effects of computer-based exams were argued. developing the solutions of the technical problems are required for computer test, where improving the input methods questions and corrections. It was concluded that the computer exam, with adjustments, is more suitable for students.

show abstract

Synergies of Learning Analytics and Learning Design: A Systematic Review of Student Outcomes

Cited by 27 publications

References 81 publications

Standing on the shoulders of giants: Online formative assessments as the foundation for predictive learning analytics models

Standing on the shoulders of giants: Online formative assessments as the foundation for predictive learning analytics models

ADA for IBL: Lessons Learned in Aligning Learning Design and Analytics for Inquiry-Based Learning Orchestration

What are the Aspects of Adopting Computer-Based Exams and do they Impact Negatively on Students?

Contact Info

Product

Resources

About