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Using learning analytics in virtual learning environments

Christophe Demazière (Institutionen för teknisk fysik, Nukleär teknik) ; Christian Stöhr (Institutionen för tillämpad informationsteknologi, Avdelningen för ingenjörsutbildningsvetenskap (EER)(Chalmers)) ; Tom Adawi (Institutionen för tillämpad informationsteknologi, Avdelningen för ingenjörsutbildningsvetenskap (EER)(Chalmers))
Proceedings från 5:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar, Uppsala, November 18-19, 2015 p. 121-125. (2015)
[Konferensbidrag, refereegranskat]

This paper discusses the use of learning analytics in virtual and blended learning environments. We take a course given in a 100% web-based format as an illustrative example of the potentials and pitfalls of learning analytics. More precisely, we monitored and analyzed student data on attendance of pre-recorded lectures, attendance of synchronous sessions, on-line quizzes activities, feedback on and rating of the pre-recorded lectures and finally the discussion fora. We demonstrate that, despite the expected benefits of learning analytics to improve students’ learning, large efforts with respect to the integration of various IT systems are necessary. We conclude that the ease-of-use of the learning analytics modules of such IT systems is a prerequisite for bringing learning analytics to a mature state. This will also make data cross-correlation possible, and will lead to more reliable assessments of students’ learning.

Nyckelord: Engineering education, learning analytics, on-line teaching, flipped classroom



Denna post skapades 2015-11-20. Senast ändrad 2016-03-08.
CPL Pubid: 226112

 

Institutioner (Chalmers)

Institutionen för teknisk fysik, Nukleär teknik (2006-2015)
Institutionen för tillämpad informationsteknologi, Avdelningen för ingenjörsutbildningsvetenskap (EER)(Chalmers)

Ämnesområden

Pedagogiskt arbete

Chalmers infrastruktur