The evolving field of learning analytics research in higher education

Axelsen, Megan; Redmond, Petrea; Heinrich, Eva; Henderson, Michael

doi:10.14742/ajet.6266

Cited by 19 publications

(5 citation statements)

References 26 publications

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“…It is possible for student learning, achievement and motivation to be just as good as or even better than that in the traditional [15]. Students themselves believe that it increases their motivation and helps develop their critical thinking [16]. In the future online courses will play a huge role in the longevity of universities and courses as it will open the doors of further education to those who currently are hindered by time and other motives [17].…”

Section: Research Backgroundmentioning

confidence: 99%

The Shift to Online Education Paradigm due to COVID-19: A Study of Student’s Behavior in UAE Universities Environment

Ali¹

2021

IJIET

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The shift to an online education paradigm has been dramatically seen in educational systems and universities due to COVID-19 across the world, especially in United Arab Emirates. The emergence of COVID-19 forced educational institutions to divert all strategies from physical to online platforms for the safety of students, instructors and all the other staff members. However, this is not the case in educational institutions only because other governmental and non-governmental institutions are affected in the same way around the world. The objective of this research is to understand the behavior of students due to a sudden shift towards an online education experience in university environment and gauge their preference either on physical or online education system for the future. The research collected data through an online questionnaire from 210 undergraduate university students which further helped the researcher to draw the discussion and conclusion. The research proves that a high majority of students are willing to change from physical education to an online platforms and they believe that they can perform well by the adoption of this new platform of online education system. The research recommendations are helpful for the educational policy developers.

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Section: Research Backgroundmentioning

confidence: 99%

The Shift to Online Education Paradigm due to COVID-19: A Study of Student’s Behavior in UAE Universities Environment

Ali¹

2021

IJIET

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“…Recent works show that the field of LA has shifted from predicting student retention and grades to obtaining deeper understanding of student learning (Axelsen et al, 2020; Joksimovic et al, 2019). Although such an application of LA seems promising in improving teaching practice, the adoption of LA in day-to-day teaching practice still appears challenging (Prieto et al, 2019) as university educators may not necessarily have the expertise and resources to engage with LA for the purpose of improving LD.…”

Section: Discussionmentioning

confidence: 99%

Analytics-Informed Design: Exploring Visualization of Learning Management Systems Recorded Data for Learning Design

Liu,

Gladman,

Muir

et al. 2023

Sage Open

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One apparent challenge associated with learning analytics (LA) has been to promote adoption by university educators. Researchers suggest that a visualization dashboard could serve to help educators use LA to improve learning design (LD) practice. We therefore used an educational design approach to develop a pedagogically useful and easy-to-use LA visualization solution to support data-informed LD. We interviewed four staff in a medical degree program at a New Zealand university, designed and piloted a dashboard, and evaluated it through interviews. As a proof-of-concept project, our study showed that educational design research could be meaningfully used to develop a visualization dashboard that is easy-to-use and useful. In particular, the preliminary design principles identified provide implications for practitioners who are seeking to use LA to inform LD. Finally, we reflect on the purpose of visualization dashboards in relation to the literature and identify areas for future developments.

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“…With this nature, learning analytics is increasingly used in higher education to understand and support student learning (Viberg et al, 2018). In the early time, data of students on the LMS system were analyzed and linked with academic performance, but it was discovered that factors such as self-efficacy and motivation can better predict whether students will achieve satisfactory academic performance (Axelsen et al, 2020). Therefore, recent learning analytics focuses on the improvement of learners’ learning effectiveness and learner support, for example, the cultivation of SRL learning.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Learning analytics refers to the measurement, collection, analysis and reporting of learner data and their environment, with the purpose of understanding and optimizing the environment in which learning occurs (Conole et al, 2011). Based on data from learning analytics, we can reshape support for learning process (Axelsen et al, 2020).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Exploring Relationship Among Self-Regulated Learning, Self-Efficacy and Engagement in Blended Collaborative Context

Zhao

Cao

2023

Sage Open

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Collaboration proves to be an effective way to facilitate students’ engagement and solve the mostly-mentioned problems of blended learning (BL). For collaborative BL, self-regulated learning (SRL), self-efficacy and engagement are frequently referred to in BL studies and represent key elements of effective BL. Furthermore, the interaction of these elements correlates closely with the performance of students. There have been few research attempts to draw synergies and explore the relationship among these key elements. To address this gap, data were collected through a questionnaire and records on LMS from 125 students in a Chinese university. Descriptive analytics show that students fully recognize the positive effects of collaborative BL. Correlation analysis and regression analysis find that self-regulated learning (SRL) is significantly correlated with all factors except workload. It is also a significant predictor of behavioral engagement. Therefore, SRL proves to be central among the essential BL elements. Emotional engagement is significantly correlated to and interact with multiple key BL factors. Specifically, emotional engagement is a significant predictor of behavioral engagement. The findings offer insight into the interactions of key elements of BL and provide practical implications for improving BL learning design.

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The evolving field of learning analytics research in higher education

Cited by 19 publications

References 26 publications

The Shift to Online Education Paradigm due to COVID-19: A Study of Student’s Behavior in UAE Universities Environment

The Shift to Online Education Paradigm due to COVID-19: A Study of Student’s Behavior in UAE Universities Environment

Analytics-Informed Design: Exploring Visualization of Learning Management Systems Recorded Data for Learning Design

Exploring Relationship Among Self-Regulated Learning, Self-Efficacy and Engagement in Blended Collaborative Context

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