Modeling Students' Performances in Activity-Based E-Learning from a Learning Analytics Perspective: Implications and Relevance for Learning Design

Autor/inn/en	Rajabalee, Yousra Banoor; Santally, Mohammad Issack; Rennie, Frank
Titel	Modeling Students' Performances in Activity-Based E-Learning from a Learning Analytics Perspective: Implications and Relevance for Learning Design
Quelle	In: International Journal of Distance Education Technologies, 18 (2020) 4, S.71-93, Artikel 5 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rajabalee, Yousra Banoor) ORCID (Santally, Mohammad Issack) ORCID (Rennie, Frank)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-3100
DOI	10.4018/IJDET.2020100105
Schlagwörter	Performance Factors; Electronic Learning; Learning Analytics; Learning Activities; Learning Modules; Instructional Design; Grouping (Instructional Purposes); Grades (Scholastic); Formative Evaluation; Summative Evaluation; College Freshmen; Foreign Countries; Learner Engagement; Models; Predictive Measurement; Mauritius + Suchen Sie Ihr Suchwort? Leistungsindikator; Lernaktivität; Learning module; Lernmodul; Lesson concept; Lessonplan; Unterrichtsentwurf; Grouping; Gruppenbildung; Notenspiegel; Studienanfänger; Ausland; Analogiemodell
Abstract	This paper reports the findings of a research using marks of students in learning activities of an online module to build a predictive model of performance for the final assessment of the module. The objectives were (1) to compare the performances of students of two cohorts in terms of continuous learning assessment marks and final learning activity marks and (2) to model their final performances from their learning activities forming the continuous assessment using predictive analytics and regression analysis. The findings of this study combined with other findings as reported in the literature demonstrate that the learning design is an important factor to consider with respect to application of learning analytics to improve teaching interventions and students' experiences. Furthermore, to maximise the efficiency of learning analytics in eLearning environments, there is a need to review the way offline activities are to be pedagogically conceived so as to ensure that the engagement of the learner throughout the duration of the activity is effectively monitored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01