Piloting Learning Analytics in a Multidisciplinary Online Program

Autor/inn/en	Nyland, Rob; Croft, Benjamin; Jung, Eulho
Titel	Piloting Learning Analytics in a Multidisciplinary Online Program
Quelle	In: Online Learning, 25 (2021) 2, S.324-349 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5749
Schlagwörter	Pilot Projects; Learning Analytics; Intervention; Barriers; Online Courses; Teaching Methods; Outcomes of Education; School Holding Power; Case Studies; Interdisciplinary Approach; Nontraditional Students; Electronic Mail; Information Security; Ethics; Program Improvement; College Faculty; Academic Advising; Higher Education; Technology Integration; Academic Achievement; Integrated Learning Systems; Undergraduate Students; Grades (Scholastic) + Suchen Sie Ihr Suchwort? Pilot project; Modellversuch; Pilotprojekt; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Case study; Fallstudie; Case Study; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Elektronischer Briefkasten; Ethik; Fakultät; Akademischer Rat; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulleistung; Notenspiegel
Abstract	Learning analytics is a recent innovation that holds promise for improving retention in fully online programs. However, only a few case studies exist to show models for and outcomes of the implementation of learning analytics systems. This paper reports on a learning analytics implementation in a fully online, multidisciplinary program designed for nontraditional students using a pilot planning group with stakeholders from various roles. The processes for selecting reports, creating communication structures, and evaluating outcomes are outlined. Overall, faculty and advisors were positive about the project and found the reports to be helpful. The results suggest that the actions most often triggered by learning analytics reports were emails to students. Evaluation results suggest that the implementation of the learning analytics program and the interventions enacted had a positive impact on student success, though we acknowledge that it is difficult to isolate the impact of the learning analytics tool itself. We also address several challenges that came along with the implementation of learning analytics including understanding the efficacy of interventions, data security, and ethics. (As Provided).
Anmerkungen	Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01