Better than Expected: Using Learning Analytics to Promote Student Success in Gateway Science

Autor/inn/en	Wright, Mary C.; McKay, Timothy; Hershock, Chad; Miller, Kate; Tritz, Jared
Titel	Better than Expected: Using Learning Analytics to Promote Student Success in Gateway Science
Quelle	In: Change: The Magazine of Higher Learning, 46 (2014) 1, S.28-34 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
DOI	10.1080/00091383.2014.867209
Schlagwörter	STEM Education; Introductory Courses; Physics; Technology Uses in Education; Data Collection; Academic Achievement; College Students; Predictor Variables; Student Attitudes; Interviews; Study Habits; Test Wiseness; Student Motivation; Gender Differences; Feedback (Response); Data Analysis; Michigan + Suchen Sie Ihr Suchwort? STEM; Einführungskurs; Physik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Data capture; Datensammlung; Schulleistung; Collegestudent; Prädiktor; Schülerverhalten; Interviewing; Interviewtechnik; Study behavior; Study behaviour; Studienverhalten; Schulische Motivation; Geschlechterkonflikt; Auswertung
Abstract	Learning Analytics (LA) has been identified as one of the top technology trends in higher education today (Johnson et al., 2013). LA is based on the idea that datasets generated through normal administrative, teaching, or learning activities--such as registrar data or interactions with learning management systems--can be analyzed to enhance student learning, academic progress, and teaching practice. Examples of LA projects in colleges and universities include Purdue University's "Course Signals" system, an early-alert notification for struggling students, and Austin Peay State University's "Degree Compass," a course recommender program based on predictive analytics. This article describes one large-scale LA initiative at the University of Michigan (U-M) to improve performance for thousands of students in gateway physics courses. The goal is not only to describe the development and implementation of this unique initiative in STEM education but also to discuss how the approach can help meet some of the challenges to more widespread LA adoption. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10