Using Learning Analytics to Improve Engagement, Learning, and Design of Massive Open Online Courses

Calonge, David Santandreu; Riggs, Karina; Shah, Mariam; Cavanagh, Tim A.

doi:10.4018/978-1-5225-7470-5.ch004

Cited by 4 publications

(4 citation statements)

References 21 publications

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“…The results indicated that the CLDLA model has a positive impact on learners' engagement. This is in line with previous studies highlighting the positive impacts of LA on engagement (e.g., Calonge et al, 2019;Chen et al, 2018;Toro-Troconis et al, 2019;Vytasek et al, 2020). Although previous studies confirmed that LA plays a positive role in improving students engagement, they also expressed concerns that LA implications for students' engagement could be threatened by LA technological determinism if these data findings have not been viewed and interpreted through a wider pedagogical and learning lens (Knight et al, 2014).…”

Section: Discussionsupporting

confidence: 90%

“…However, one of the critical challenges is the lack of attention to pedagogical and theoretical foundations in the use of LA (Banihashem et al, 2018(Banihashem et al, , 2019Gašević et al, 2016;Knight et al, 2014;Wiley et al, 2020;Wise, 2014). In previous studies, LA was mostly used as a tool to support and inform the design of learning, engagement, and self-regulation (see Calonge et al, 2019;Chen et al, 2018;Heller, 2020;Holmes et al, 2019;Ifenthaler et al, 2018;Kim et al, 2018;Persico & Pozzi, 2015;Roll & Winne, 2015;Toro-Troconis et al, 2019;Viberg et al, 2020;Winne, 2017). However, it lacks sound theory-oriented pedagogy (Wiley et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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The impacts of constructivist learning design and learning analytics on students’ engagement and self-regulation

Banihashem

Farrokhnia

Badali

et al. 2021

Innovations in Education and Teaching International

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So far, the synergistic relationship between learning design and learning analytics and its impact on learners' educational practices have been investigated. However, little work has been done to show how integrated learning design based on constructivism learning theory and learning analytics can affect learners' engagement and self-regulation. Thus, this study aimed to investigate the effect of the Constructivist Learning Design and Learning Analytics (CLDLA) Model on learners' engagement and self-regulation. In this experimental study, 50 graduate students at Iranian' Allameh Tabataba'i University were asked to participate in a Moodle course called "Teaching Skills" and fill out Agentic Engagement Scale and Self-Regulation Questionnaires in two steps as a pre-test and posttest measurements. Analysis of the data indicated that the CLDLA model has a positive impact on learners' engagement and selfregulation. Based on the results, recommendations for further research and educational practices are suggested.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

The impacts of constructivist learning design and learning analytics on students’ engagement and self-regulation

Banihashem

Farrokhnia

Badali

et al. 2021

Innovations in Education and Teaching International

View full text Add to dashboard Cite

show abstract

“…Second, previous experience, data, and the untapped potential of social media. Calonge et al (2019) advocated that "purposeful learning and curriculum design decisions are a fundamental means to enhance participant engagement, motivation and performance in an online course" (p. 100). Academics need to harness data, analyze previous experience (their own and students') and satisfaction with courses facilitated online, reflect, generate actionable insights, and make decisions based on this information (Stephens et al, 2021).…”

Section: Engagement In the Hyflex Modalitymentioning

confidence: 99%

Do graduate courses in a HyFlex mode foster emotional, cognitive and behavioral engagement? A consideration.

2024

JALT

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The global pandemic accelerated the adoption of online, blended, and Hybrid Flexible (HyFlex) teaching and learning modalities. The long-term impacts of these changes are still being assessed, but most research to date has focused on undergraduate students in an online setting. In contrast, this study reviews recent research pertaining to HyFlex engagement strategies used by academic staff and personnel with teaching responsibilities at the graduate level and considers how HyFlex courses, the combination of face-to-face instruction and online activities, may foster equivalent learning outcomes, as well as comparable emotional, cognitive, and behavioral engagement. Using a critical reflective approach, the study finds that graduate-level courses taught in a HyFlex mode can offer equivalent learning outcomes, but such outcomes require academic staff development and purposefully designed activities that directly promote emotional, cognitive, and behavioral engagement. Several practical strategies and suggestions to improve engagement are offered.

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“…DAWSON, 2015). No entanto, a maioria dos cursos on-line segue uma abordagem conservadora, com uma sequência um pouco fixa de: ler conteúdo, assistir a uma palestra em vídeo, interagir em fóruns e fazer uma avaliação automática (CALONGE et al, 2019). A falta de interação humana e o feedback individual foram sugeridos como as principais limitações no design do MOOC (YOUSEF et al, 2014).…”

Section: Discussão E Conclusõesunclassified

Avaliação de impacto de um Curso de Especialização à Distância em Habilitação e Reabilitação Auditiva: contribuições da mineração de dados educacionais

Paiva¹

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Impact assessment of a Distance Specialization Course on Hearing andRehabilitation: contributions of educational data miningThe Distance Specialization Course in "Hearing Rehabilitation and Qualification in Children: emphasis from zero to three years of age" (CEDHRAC), was developed by the Speech Therapy Department of the Bauru Dental School -USP in partnership with the Sociedade Hospital Samaritano e the Technical Area Health of Persons with Disabilities, Health Care Secretariat, Ministry of Health, and with resources from the SUS Development Support Program (PROADI-SUS), the course was hosted on the Moodle platform. The application of data mining in virtual learning environments is an interactive cycle -based on the data collected from the VLE, it is possible to monitor the activity of all students during the duration of the course, making it possible to evaluate student results and the consequent effectiveness of the course, aiming at future improvements. The objective was to conduct an integrative review of the literature on educational data mining and its applicability in health education and to identify trajectories of learning behaviors during the development of a module of a distance specialization course. To facilitate the scientific dissemination process and allow readers to better appreciate the study, it was divided into two parts: 1-Integrative review and 2-Analysis of behavioral trajectories. The study adopted as methodology the six steps proposed by the integrative review and the techniques of Data Mining for the identification of: a) formation of groups (clusters) of participants; b) the profile of the participants who are the main actors of the groupings. The result of the integrative review was the inclusion of eight articles that met the criteria and four articles that were retrieved from a secondary search of the bibliographic reference lists of the complete articles. Regarding the applied data mining techniques, the results bring an alert to course administrators who offer for different regions and with diversity of age range and professional experience, so that they take into account the factors identified in the analyzes and that reflect in the design instructional of their courses. The conclusions were that a) there are few studies with data mining being applied in the area of training of health professionals; b) studies in the area have shown how important this data analysis is for the structuring of courses; c) factors such as the regions where students live, age group and professional experience, influence the student's trajectory of courses offered in distance education and must be identified and taken into account by the course administrators; d) new studies of trajectory and behavior analysis need to be carried out generalizing to other modules and other courses that use the same modality.

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Using Learning Analytics to Improve Engagement, Learning, and Design of Massive Open Online Courses

Cited by 4 publications

References 21 publications

The impacts of constructivist learning design and learning analytics on students’ engagement and self-regulation

The impacts of constructivist learning design and learning analytics on students’ engagement and self-regulation

Do graduate courses in a HyFlex mode foster emotional, cognitive and behavioral engagement? A consideration.

Avaliação de impacto de um Curso de Especialização à Distância em Habilitação e Reabilitação Auditiva: contribuições da mineração de dados educacionais

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