Combining Checkpoint and Process Learning Analytics to Support Learning Design Decisions in Blended Learning Environments

Autor/inn/en	Kaliisa, Rogers; Kluge, Anders; Mørch, Anders I.
Titel	Combining Checkpoint and Process Learning Analytics to Support Learning Design Decisions in Blended Learning Environments
Quelle	In: Journal of Learning Analytics, 7 (2020) 3, S.33-47 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kaliisa, Rogers) ORCID (Kluge, Anders) ORCID (Mørch, Anders I.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1929-7750
Schlagwörter	Learning Analytics; Instructional Design; Decision Making; Blended Learning; Undergraduate Students; Foreign Countries; Learning Processes; Visualization; Social Networks; Network Analysis; Norway + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Decision-making; Entscheidungsfindung; Ausland; Learning process; Lernprozess; Visualisation; Visualisierung; Social network; Soziales Netzwerk; Netzplantechnik; Norwegen
Abstract	Learning analytics (LA) constitutes a key opportunity to support learning design (LD) in blended learning environments. However, details as to how LA supports LD in practice and information on teacher experiences with LA are limited. This study explores the potential of LA to inform LD based on a one-semester undergraduate blended learning course at a Norwegian university. Our findings indicate that creating valuable connections between LA and LD requires a detailed analysis of student checkpoints (e.g., online logins) and process analytics (e.g., online content and interaction dynamics) to find meaningful learning behaviour patterns that can be forwarded to teachers in retrospect to support the redesign of courses. Moreover, the teachers in our study found the LA visualizations to be valuable for understanding student online learning processes, but they also requested the timely sharing of aggregated LA visualizations in a simple, easy-to-interpret format, yet detailed enough to be informative and actionable. We conclude the paper by arguing that the potential of LA to support LD is improved when multiple levels of LA are considered. (As Provided).
Anmerkungen	Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: https://learning-analytics.info/index.php/JLA/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01