Insights of Instructors and Advisors into an Early Prediction Model for Non-Thriving Students

Autor/inn/en	Hershkovitz, Arnon; Ambrose, Alex
Titel	Insights of Instructors and Advisors into an Early Prediction Model for Non-Thriving Students
Quelle	In: Journal of Learning Analytics, 9 (2022) 2, S.202-217 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hershkovitz, Arnon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	College Freshmen; College Faculty; Academic Advising; Low Achievement; Identification; Student Motivation; Learner Engagement; Study Habits; Student Characteristics; At Risk Students; Attendance Patterns; Indiana + Suchen Sie Ihr Suchwort? Studienanfänger; Fakultät; Akademischer Rat; Unterdurchschnittliche Leistung; Identifikation; Identifizierung; Schulische Motivation; Study behavior; Study behaviour; Studienverhalten
Abstract	In this qualitative study (N=6), we explored insights of first-year students' instructors and advisors into an early identification system aimed at detecting non-thriving students in the context of an all-campus first-year orientation course for undergraduates. Following the development of that prediction model in a bottom-up manner, using a plethora of available data, we focus on how its end-users could help us understand the underlying mechanisms that drive the identification of non-thriving students. As findings suggest, participants were appreciative overall of the prediction and its timing and came up with various behaviours that could explain non-thriving, mostly motivation and engagement. They suggested additional data that could predict non-thriving, including background information, academic engagement, and learning habits. (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