Response of Learning Analytics to the Online Education Challenges during Pandemic: Opportunities and Key Examples in Higher Education

Autor/inn/en	Celik, Ismail; Gedrimiene, Egle; Silvola, Anni; Muukkonen, Hanni
Titel	Response of Learning Analytics to the Online Education Challenges during Pandemic: Opportunities and Key Examples in Higher Education
Quelle	In: Policy Futures in Education, 21 (2023) 4, S.387-404 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Celik, Ismail) ORCID (Silvola, Anni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14782103221078401
Schlagwörter	Higher Education; Electronic Learning; Distance Education; Pandemics; COVID-19; Learning Analytics; Barriers; College Students; College Faculty; Colleges; Pedagogical Content Knowledge; Knowledge Level; Student Experience; Time Management; Social Support Groups; Interaction + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Distance study; Distance learning; Fernunterricht; Collegestudent; Fakultät; College; Hochschule; Fachhochschule; Pädagogische Kompetenz; Wissensbasis; Studienerfahrung; Zeitmanagement; Social support; Soziale Unterstützung; Interaktion
Abstract	Emerging technological advancements can play an essential role in overcoming challenges caused by the COVID-19 pandemic. As a promising educational technology field, Learning Analytics (LA) tools or systems can offer solutions to COVID-19 pandemic-related needs, obstacles, and expectations in higher education. In the current study, we systematically reviewed 20 papers to better understand the responses of LA tools to the online learning challenges that higher education students, instructors, and institutions faced during the pandemic. In addition, we attempted to provide key cases in which LA has been effectively deployed for various purposes during the pandemic in the higher education context. We found out several prominent challenges for stakeholders. Accordingly, learners needed of timely support and interaction, and experienced difficulty of time management. Instructors lacked pedagogical knowledge for online teaching. In particular, individual and collaborative assessment have been a challenge for them. Institutions have not been ready for a digital transformation and online teaching. In response to these challenges, LA tools have been deployed for the following opportunities: monitoring, planning online learning process, fostering learners' engagement and motivation, facilitating assessment process; increasing interaction, improving retention, being easy to use. Understanding these promises can also give insight into future higher education policies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01