Affordances and Limitations of Learning Analytics for Computer-Assisted Language Learning: A Case Study of the VITAL Project

Autor/inn/en	Gelan, Anouk; Fastré, Greet; Verjans, Martine; Martin, Niels; Janssenswillen, Gert; Creemers, Mathijs; Lieben, Jonas; Depaire, Benoît; Thomas, Michael
Titel	Affordances and Limitations of Learning Analytics for Computer-Assisted Language Learning: A Case Study of the VITAL Project
Quelle	In: Computer Assisted Language Learning, 31 (2018) 3, S.294-319 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gelan, Anouk) ORCID (Martin, Niels) ORCID (Janssenswillen, Gert) ORCID (Creemers, Mathijs) ORCID (Thomas, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2017.1418382
Schlagwörter	Data Collection; Data Analysis; Computer Assisted Instruction; Second Language Instruction; Blended Learning; Distance Education; Statistical Analysis; Undergraduate Students; French; Homework; Video Technology; Online Courses; Learner Engagement; Foreign Countries; Higher Education; Comparative Analysis; Educational Research; United Kingdom; Belgium; Netherlands + Suchen Sie Ihr Suchwort? Data capture; Datensammlung; Auswertung; Computer based training; Computerunterstützter Unterricht; Fremdsprachenunterricht; Distance study; Distance learning; Fernunterricht; Statistische Analyse; Französisch; Hausaufgabe; Online course; Online-Kurs; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsforschung; Pädagogische Forschung; Großbritannien; Belgien; Niederlande
Abstract	Learning analytics (LA) has emerged as a field that offers promising new ways to prevent drop-out and aid retention. However, other research suggests that large datasets of learner activity can be used to understand online learning behaviour and improve pedagogy. While the use of LA in language learning has received little attention to date, available research suggests that LA could provide valuable insights into task design for instructors and materials designers, as well as help students with effective learning strategies and personalised learning pathways. This paper first discusses previous CALL research based on learner tracking and specific affordances of LA for CALL, as well as its inherent limitations and challenges. The second part of the paper analyses data arising from the VITAL project that implemented LA in different blended or distance learning settings. Statistical and process-mining techniques were applied to data from 285 undergraduate students on a Business French course. Results suggested that most students planned their self-study sessions in accordance with the flipped classroom design. Other metrics measuring active online engagement indicated significant differences between successful and non-successful students' learner patterns. The research implied that valuable insights can be acquired through LA and the use of visualisation and process-mining tools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01