Learning analytics in European higher education–trends and barriers

Learning analytics in European higher education–trends and barriers

Publication, Study — May 21, 2020
Learning analytics (LA) as a research field has grown rapidly over the last decade. However, adoption of LA is mostly found to be small in scale and isolated at the instructor level. This paper presents an exploratory study on institutional approaches to LA in European higher education and discusses prominent challenges that impede LA from reaching its potential. Based on a series of consultations with senior managers from 83 different higher education institutions in 24 European countries, we observe that LA is primarily perceived as a tool to enhance teaching and institutional management. As a result, teaching and support staff are found to be the main users of LA and the target audience of training support. In contrast, there is little evidence of active engagement with students or using LA…
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Tracking Patterns in Self-Regulated Learning Using Students’ Self-Reports and Online Trace Data

Tracking Patterns in Self-Regulated Learning Using Students’ Self-Reports and Online Trace Data

open access, Publication, Study — April 15, 2020
For decades, self-report instruments – which rely heavily on students’ perceptions and beliefs – have been the dominant way of measuring motivation and strategy use. Event-based measures based on online trace data arguably has the potential to remove analytical restrictions of self-report measures. The purpose of this study is therefore to triangulate constructs suggested in theory and measured using self-reported data with revealed online traces of learning behaviour. The results show that online trace data of learning behaviour are complementary to self-reports, as they explained a unique proportion of variance in student academic performance. The results also reveal that self-reports explain more variance in online learning behaviour of prior weeks than variance in learning behaviour in succeeding weeks. Student motivation is, however, to a lesser extent captured with online trace…
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Open Learning Analytics Indicator Repository (OpenLAIR)

Open Learning Analytics Indicator Repository (OpenLAIR)

open access, Publication, Study — March 28, 2020
Open Learning Analytics Indicator Repository in short OpenLAIR is a system whose frontend consists of a dashboard. This dashboard will provide an interface that filters out the list of indicators and their metrics that can be used for a particular activity. All our results will be based on the literature that we have conducted previously. Our dashboard will contain learning events, learning activities, indicators, and metrics. Where Learning Event is learning or teaching event occurs during a learner’s activity or a teacher’s activity. Leclercq and Poumay identified eight learning events: create, explore, practice, imitate, receive, debate, meta-learn, and experiment. (Learning) activity is an activity where an action that the learner does in an LMS environment, for example, posting, discussing, uploading, etc. (Duval, 2011). Usually, in the LMS environment, all these…
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Aufruf zur Teilnahme: Was erwartest du von einer digitalen Hochschule?

Aufruf zur Teilnahme: Was erwartest du von einer digitalen Hochschule?

Project, Study — November 13, 2019
Das Thema Learning Analytics gewinnt zunehmend an Bedeutung in der Bildungsforschung und Bildungspolitik. Darunter versteht man das Erheben, Sammeln und Analysieren von bildungsbezogenen Daten an Universitäten, mit dem Ziel die Lernenden besser zu verstehen und sie optimal beim Lernen zu unterstützen. Für welche Zwecke sollen Deine Daten genutzt werden? Welche Services könnten dich bei einem erfolgreichen Studium unterstützen? Welche Daten sollen nicht verwendet werden? Weil Studierende am meisten von dieser Weiterentwicklung betroffen sind, wollen wir - das digLL-Projekt - mehr über Eure Meinung erfahren.Studie
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DELTA – Towards Digital Education with modern Learning Technologies and Assesment approaches

DELTA – Towards Digital Education with modern Learning Technologies and Assesment approaches

Study — November 21, 2018
Im Rahmen des DELTA-Projekts wurde vom 23. Oktober bis zum 19. November 2018 eine »Expert Group Concept Mapping«-Studie durchgeführt, die untersuchen soll, was Erfolgskriterien für die Entwicklung einer digitalen Bildungsinfrastruktur an der Goethe-Universität sind. Die Auswertungen finden in den nächsten Wochen statt, die Ergebnisse werden am 13. Dezember 2018 beim »eLearning Netzwerktag« der Goethe-Universität vorgestellt.
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