Learner analytics: Hindsight evaluation at course-level

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Rachel Cliodhna Bassett-Dubsky
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引用次数: 0

Abstract

The concept of student engagement is a contentious construct. The task of learner analytics (LA) to meaningfully measure student engagement is therefore complicated both by a lack of agreement over what is being measured and a discomfort or lack of confidence around what collated data might believably indicate. This challenge is made harder by availability, accuracy and reliability of data feeds. The aim of LA would be to collate and share early measures of engagement that can be used predictively to support learners’ experience and outcomes. However, most HEI LA are descriptive and therefore of limited utility. Where the LA available are descriptive, this paper explores how credible such LA might be when used at course level.   This study supports an analysis of comprehensive data gathered within and beyond LA for a level 4 cohort in one programme across the 2019-20 academic year. It also draws on data relating to study completion, with the benefit of hindsight giving further insights to the utility of LA data available earlier in students’ journeys. Given the actual outcomes for these 2019 starters, the study cohort’s understanding of ‘engagement’ is then applied to support insights to their own measurable indicators of interaction and actions that might best enable constructive engagement. Meaningful correlations were noted between use of E-resources and student outcomes and the most significant indicators of risk were found to be extensions, fails and non-submissions for assignments in the first semester of level 4 and average grades <39% by the end of level 4. Study recommendations include supporting better and more confident access to literature content and targeting timely interventions at students flagged by the most significant indicators of risk.
学习者分析:课程层面的后见评估
学生参与的概念是一个有争议的概念。因此,学习者分析(LA)的任务是有意义地衡量学生的参与度,这一任务变得复杂起来,一方面是对所衡量的内容缺乏共识,另一方面是对整理后的数据可能可信地表明的内容感到不安或缺乏信心。数据源的可用性、准确性和可靠性使这一挑战变得更加困难。LA的目的是整理和分享参与的早期测量,这些测量可以预测性地用于支持学习者的体验和结果。然而,大多数HEI LA是描述性的,因此效用有限。在可用的LA是描述性的地方,本文探讨了在课程水平上使用这种LA的可信度。本研究支持对2019-20学年一个项目4级队列在洛杉矶内外收集的综合数据进行分析。它还利用了与学习完成情况有关的数据,后见之明的好处是,可以进一步了解学生早期学习过程中可用的洛杉矶数据的效用。考虑到这些2019年新人的实际结果,研究队列对“参与”的理解随后被应用于支持他们自己的可衡量的互动指标和行动,这些指标和行动可能最能实现建设性的参与。电子资源的使用与学生成绩之间存在显著的相关性,最显著的风险指标是第4级第一学期的延期、不及格和未提交作业,第4级结束时的平均成绩<39%。研究建议包括支持更好和更自信地获取文献内容,并针对被最重要的风险指标标记为学生的及时干预措施。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
自引率
16.70%
发文量
15
审稿时长
16 weeks
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