Investigating the Relationships Between Online Activity, Learning Strategies and Grades to Create Learning Analytics-Supported Learning Designs
| Autor: | Schmitz, Marcel, Scheffel, Maren, van Limbeek, Evelien, van Halem, Nicolette, Cornelisz, Ilja, van Klaveren, Chris, Bemelmans, Roger, Drachsler, Hendrik, Elferink, Raymond, Pammer-Schindler, Viktoria, Perez-Sanagustin, Mar |
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| Přispěvatelé: | Pammer-Schindler, Viktoria, Pérez-Sanagustín, Mar, Drachsler, Hendrik, Elferink, Raymond, Scheffel, Maren, Perez-Sanagustin, Mar, LEARN! - Personalized learning, differentiated teaching, Educational Studies, Methods and Statistics, Team Higher Education, Department TELI, RS-Theme Trusted Learning Analytics, RS-Theme Computer-Supported Collaborative Learning, RS-Research Line Technology Enhanced Learning Innovations for teaching and learning (TELI) (part of WO program), Welten Institute |
| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
Correlations
Computer science 05 social sciences Learning analytics 050301 education Metacognition Data security 0102 computer and information sciences 01 natural sciences Learning strategies 010201 computation theory & mathematics Close relationship Log data Grades Mathematics education Learning Management Student learning Learning design 0503 education SDG 4 - Quality Education Online activity Pilot study |
| Zdroj: | Schmitz, M, Scheffel, M, van Limbeek, E, van Halem, N, Cornelisz, I, van Klaveren, C, Bemelmans, R & Drachsler, H 2018, Investigating the Relationships Between Online Activity, Learning Strategies and Grades to Create Learning Analytics-Supported Learning Designs . in V Pammer-Schindler, M Pérez-Sanagustín, H Drachsler, R Elferink & M Scheffel (eds), Lifelong Technology-Enhanced Learning : 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, Proceedings . 1 edn, Springer International Publishing AG, Cham, Information Systems and Applications, incl. Internet/Web, and HCI, vol. 11082, pp. 311-325, 13th European Conference on Technology Enhanced Learning, Leeds, United Kingdom, 3/09/18 . https://doi.org/10.1007/978-3-319-98572-5_24 Schmitz, M, Scheffel, M, van Limbeek, E, van Halem, N, Cornelisz, I, van Klaveren, C, Bemelmans, R & Drachsler, H 2018, Investigating the Relationships Between Online Activity, Learning Strategies and Grades to Create Learning Analytics-Supported Learning Designs . in R Elferink, H Drachsler, V Pammer-Schindler, M Perez-Sanagustin & M Scheffel (eds), Lifelong Technology-Enhanced Learning : 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Proceedings . Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 11082 LNCS, Springer/Verlag, pp. 311-325, 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, United Kingdom, 3/09/18 . https://doi.org/10.1007/978-3-319-98572-5_24 Lifelong Technology-Enhanced Learning: 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Proceedings, 311-325 STARTPAGE=311;ENDPAGE=325;TITLE=Lifelong Technology-Enhanced Learning Lifelong Technology-Enhanced Learning: 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, Proceedings, 311-325 ISSUE=1;STARTPAGE=311;ENDPAGE=325;TITLE=Lifelong Technology-Enhanced Learning Lifelong Technology-Enhanced Learning ISBN: 9783319985718 EC-TEL |
| DOI: | 10.1007/978-3-319-98572-5_24 |
| Popis: | Learning analytics offers the opportunity to collect, analyse and visualise feedback on learning activities using authentic data in real-time. The REFLECTOR project was used to investigate whether there are correlations between students learning strategies, their online activity and their grades. Information about the learning strategies was obtained using the Motivated Strategies for Learning Questionnaire. The grades and the online activity of students for two pilot courses was collected from the log data of the learning management system. Analysis of the collected data showed that there are moderate correlations to be found, for instance between metacognitive self-regulation, documents that are related to planning and grades. The pilot sessions taught us that there are practical issues with regards to data storage location as well as data security that need to be taken into account when learning analytics is integrated into existing learning designs. Overall, the project results show that a close relationship between learning analytics and the learning design of courses is urgently needed to make learning analytics effective. |
| Databáze: | OpenAIRE |
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