Early Warning System as a Predictor for Student Performance in Higher Education Blended Courses

Autor/inn/en	Jokhan, Anjeela; Sharma, Bibhya; Singh, Shaveen
Titel	Early Warning System as a Predictor for Student Performance in Higher Education Blended Courses
Quelle	In: Studies in Higher Education, 44 (2019) 11, S.1900-1911 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sharma, Bibhya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2018.1466872
Schlagwörter	Higher Education; College Students; Online Courses; At Risk Students; Student Behavior; Performance; Predictor Variables; Academic Achievement; Technology Uses in Education; Foreign Countries; Integrated Learning Systems; Progress Monitoring; Information Literacy; Fiji + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Online course; Online-Kurs; Student behaviour; Schülerverhalten; Achievement; Leistung; Prädiktor; Schulleistung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Informationskompetenz; Fidschi
Abstract	Early warning systems are being used to assist students in their studies as well as understanding student behaviour and performance better. A home-grown EWS plug-in for Moodle was used to predict the student performance in a first year IT literacy course at University of the South Pacific. The alert tool was designed to capture student logins, completion of online activities and online engagement. Data were captured from Moodle and statistical modelling using the regression model was used to determine any correlation between student's online behaviour and their performance. Student performance in this higher education course could be predicted based on their average logins per week and the average completion rates of activities. The accuracy of the model was 60.8%. Hence the EWS can be a very useful tool to measure student progression in a course as well as identifying underperforming students early in their course of allowing for early intervention. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01