Learning Analytics Considered Harmful

Science.gov (United States)

Dringus, Laurie P.

2012-01-01

This essay is written to present a prospective stance on how learning analytics, as a core evaluative approach, must help instructors uncover the important trends and evidence of quality learner data in the online course. A critique is presented of strategic and tactical issues of learning analytics. The approach to the critique is taken through…

Developing a learning analytics tool

DEFF Research Database (Denmark)

Wahl, Christian; Belle, Gianna; Clemmensen, Anita Lykke

This poster describes how learning analytics and collective intelligence can be combined in order to develop a tool for providing support and feedback to learners and teachers regarding students self-initiated learning activities.......This poster describes how learning analytics and collective intelligence can be combined in order to develop a tool for providing support and feedback to learners and teachers regarding students self-initiated learning activities....

What if Learning Analytics Were Based on Learning Science?

Science.gov (United States)

Marzouk, Zahia; Rakovic, Mladen; Liaqat, Amna; Vytasek, Jovita; Samadi, Donya; Stewart-Alonso, Jason; Ram, Ilana; Woloshen, Sonya; Winne, Philip H.; Nesbit, John C.

2016-01-01

Learning analytics are often formatted as visualisations developed from traced data collected as students study in online learning environments. Optimal analytics inform and motivate students' decisions about adaptations that improve their learning. We observe that designs for learning often neglect theories and empirical findings in learning…

A learning analytics approach to correlate the academic achievements of students with interaction data from an educational simulator

NARCIS (Netherlands)

Vahdat, M.; Oneto, L.; Anguita, D.; Funk, M.; Rauterberg, M.; Conole, G.; Klobucar, T.; Rensing, C.; Konert, J.; Lavoue, E.

2015-01-01

This paper presents a Learning Analytics approach for understanding the learning behavior of students while interacting with Technology Enhanced Learning tools. In this work we show that it is possible to gain insight into the learning processes of students from their interaction data. We base our

Using linked data in Learning Analytics

NARCIS (Netherlands)

Mathieu, d'Aquin; Stefan, Dietze; Eelco, Herder; Drachsler, Hendrik; Davide, Taibi

2014-01-01

d’Aquin, M., Dietze, S., Herder, E., Drachsler, H., & Taibi, D. (2014). Using linked data in learning analytics. eLearning Papers. Nr. 36/2. ISSN: 1887-1542. http://www.openeducationeuropa.eu/en/article/Using-linked-data-in-Learning-Analytics?paper=134810

Evoked prior learning experience and approach to learning as predictors of academic achievement.

Science.gov (United States)

Trigwell, Keith; Ashwin, Paul; Millan, Elena S

2013-09-01

not related to academic achievement, and teaching quality and conceptions of learning were only indirectly related to achievement. Research aimed at understanding how students experience their learning environment and how that experience relates to the quality of their learning needs to be conducted using a wider range of variables and more sophisticated analytical methods. In this study of one context, some of the relations found in earlier bivariate studies, and on which learning intervention strategies have been built, are not confirmed when more holistic teaching-learning contexts are analysed using multi-variable methods. © 2012 The British Psychological Society.

Learning analytics fundaments, applications, and trends : a view of the current state of the art to enhance e-learning

CERN Document Server

2017-01-01

This book provides a conceptual and empirical perspective on learning analytics, its goal being to disseminate the core concepts, research, and outcomes of this emergent field. Divided into nine chapters, it offers reviews oriented on selected topics, recent advances, and innovative applications. It presents the broad learning analytics landscape and in-depth studies on higher education, adaptive assessment, teaching and learning. In addition, it discusses valuable approaches to coping with personalization and huge data, as well as conceptual topics and specialized applications that have shaped the current state of the art. By identifying fundamentals, highlighting applications, and pointing out current trends, the book offers an essential overview of learning analytics to enhance learning achievement in diverse educational settings. As such, it represents a valuable resource for researchers, practitioners, and students interested in updating their knowledge and finding inspirations for their future work.

Social Learning Analytics

Science.gov (United States)

Buckingham Shum, Simon; Ferguson, Rebecca

2012-01-01

We propose that the design and implementation of effective "Social Learning Analytics (SLA)" present significant challenges and opportunities for both research and enterprise, in three important respects. The first is that the learning landscape is extraordinarily turbulent at present, in no small part due to technological drivers.…

Learning Analytics across a Statewide System

Science.gov (United States)

Buyarski, Catherine; Murray, Jim; Torstrick, Rebecca

2017-01-01

This chapter explores lessons learned from two different learning analytics efforts at a large, public, multicampus university--one internally developed and one vended platform. It raises questions about how to best use analytics to support students while keeping students responsible for their own learning and success.

Learning Analytics to Inform Teaching and Learning Approaches

OpenAIRE

Gray, Geraldine; McGuinness, Colm; Owende, Philip

2016-01-01

Learning analytics is an evolving discipline with capability for educational data analysis to enable better understanding of learning processes. This paper reports on learning analytics research at Institute of Technology Blanchardstown, Ireland, that indicated measureable factors can identify first year students at risk of failing based on data available prior to commencement of first year of study. The study was conducted over three years, 2010 to 2012, on a student population from a range ...

Using Linked Data in Learning Analytics

NARCIS (Netherlands)

d'Aquin, Mathieu; Dietze, Stefan; Drachsler, Hendrik; Herder, Eelco

2013-01-01

d'Aquin, M., Dietze, S., Drachsler, H., & Herder, E. (2013, April). Using Linked Data in Learning Analytics. Tutorial given at LAK 2013, the Third Conference on Learning Analytics and Knowledge, Leuven, Belgium.

Features Students Really Expect from Learning Analytics

Science.gov (United States)

Schumacher, Clara; Ifenthaler, Dirk

2016-01-01

In higher education settings more and more learning is facilitated through online learning environments. To support and understand students' learning processes better, learning analytics offers a promising approach. The purpose of this study was to investigate students' expectations toward features of learning analytics systems. In a first…

Group Concept Mapping on Learning Analytics

NARCIS (Netherlands)

Stoyanov, Slavi; Drachsler, Hendrik

2013-01-01

Stoyanov, S., & Drachsler, H. (2013, 5 July). Group Concept Mapping on Learning Analytics. Presentation given at Learning Analytics Summer School Institute (LASI) to kickoff the national GCM study on LA, Amsterdam, The Netherlands.

Learning design guided learning analytics in MOOCs

NARCIS (Netherlands)

Brouns, Francis; Firssova, Olga

2016-01-01

Poster presentation for our paper Brouns, F., & Firssova, O. (2016, October).The role of learning design and learning analytics in MOOCs. Paper presented at 9th EDEN Research Workshop, Oldenburg, Germany.

A workflow learning model to improve geovisual analytics utility.

Science.gov (United States)

Roth, Robert E; Maceachren, Alan M; McCabe, Craig A

2009-01-01

INTRODUCTION: This paper describes the design and implementation of the G-EX Portal Learn Module, a web-based, geocollaborative application for organizing and distributing digital learning artifacts. G-EX falls into the broader context of geovisual analytics, a new research area with the goal of supporting visually-mediated reasoning about large, multivariate, spatiotemporal information. Because this information is unprecedented in amount and complexity, GIScientists are tasked with the development of new tools and techniques to make sense of it. Our research addresses the challenge of implementing these geovisual analytics tools and techniques in a useful manner. OBJECTIVES: The objective of this paper is to develop and implement a method for improving the utility of geovisual analytics software. The success of software is measured by its usability (i.e., how easy the software is to use?) and utility (i.e., how useful the software is). The usability and utility of software can be improved by refining the software, increasing user knowledge about the software, or both. It is difficult to achieve transparent usability (i.e., software that is immediately usable without training) of geovisual analytics software because of the inherent complexity of the included tools and techniques. In these situations, improving user knowledge about the software through the provision of learning artifacts is as important, if not more so, than iterative refinement of the software itself. Therefore, our approach to improving utility is focused on educating the user. METHODOLOGY: The research reported here was completed in two steps. First, we developed a model for learning about geovisual analytics software. Many existing digital learning models assist only with use of the software to complete a specific task and provide limited assistance with its actual application. To move beyond task-oriented learning about software use, we propose a process-oriented approach to learning based on

Evaluation of Linked Data tools for Learning Analytics

NARCIS (Netherlands)

Drachsler, Hendrik; Herder, Eelco; d'Aquin, Mathieu; Dietze, Stefan

2013-01-01

Drachsler, H., Herder, E., d'Aquin, M., & Dietze, S. (2013, 8-12 April). Evaluation of Linked Data tools for Learning Analytics. Presentation given in the tutorial on 'Using Linked Data for Learning Analytics' at LAK2013, the Third Conference on Learning Analytics and Knowledge, Leuven, Belgium.

Ethics and Justice in Learning Analytics

Science.gov (United States)

Johnson, Jeffrey Alan

2017-01-01

The many complex challenges posed by learning analytics can best be understood within a framework of structural justice, which focuses on the ways in which the informational, operational, and organizational structures of learning analytics influence students' capacities for self-development and self-determination. This places primary…

Critical Factors in Data Governance for Learning Analytics

Science.gov (United States)

Elouazizi, Noureddine

2014-01-01

This paper identifies some of the main challenges of data governance modelling in the context of learning analytics for higher education institutions, and discusses the critical factors for designing data governance models for learning analytics. It identifies three fundamental common challenges that cut across any learning analytics data…

Microgenetic Learning Analytics Methods: Workshop Report

Science.gov (United States)

Aghababyan, Ani; Martin, Taylor; Janisiewicz, Philip; Close, Kevin

2016-01-01

Learning analytics is an emerging discipline and, as such, benefits from new tools and methodological approaches. This work reviews and summarizes our workshop on microgenetic data analysis techniques using R, held at the second annual Learning Analytics Summer Institute in Cambridge, Massachusetts, on 30 June 2014. Specifically, this paper…

Neural oscillatory mechanisms during novel grammar learning underlying language analytical abilities.

Science.gov (United States)

Kepinska, Olga; Pereda, Ernesto; Caspers, Johanneke; Schiller, Niels O

2017-12-01

The goal of the present study was to investigate the initial phases of novel grammar learning on a neural level, concentrating on mechanisms responsible for individual variability between learners. Two groups of participants, one with high and one with average language analytical abilities, performed an Artificial Grammar Learning (AGL) task consisting of learning and test phases. During the task, EEG signals from 32 cap-mounted electrodes were recorded and epochs corresponding to the learning phases were analysed. We investigated spectral power modulations over time, and functional connectivity patterns by means of a bivariate, frequency-specific index of phase synchronization termed Phase Locking Value (PLV). Behavioural data showed learning effects in both groups, with a steeper learning curve and higher ultimate attainment for the highly skilled learners. Moreover, we established that cortical connectivity patterns and profiles of spectral power modulations over time differentiated L2 learners with various levels of language analytical abilities. Over the course of the task, the learning process seemed to be driven by whole-brain functional connectivity between neuronal assemblies achieved by means of communication in the beta band frequency. On a shorter time-scale, increasing proficiency on the AGL task appeared to be supported by stronger local synchronisation within the right hemisphere regions. Finally, we observed that the highly skilled learners might have exerted less mental effort, or reduced attention for the task at hand once the learning was achieved, as evidenced by the higher alpha band power. Copyright © 2017 Elsevier Inc. All rights reserved.

The Framework of Intervention Engine Based on Learning Analytics

Science.gov (United States)

Sahin, Muhittin; Yurdugül, Halil

2017-01-01

Learning analytics primarily deals with the optimization of learning environments and the ultimate goal of learning analytics is to improve learning and teaching efficiency. Studies on learning analytics seem to have been made in the form of adaptation engine and intervention engine. Adaptation engine studies are quite widespread, but intervention…

Discourse-Centric Learning Analytics: Mapping the Terrain

Science.gov (United States)

Knight, Simon; Littleton, Karen

2015-01-01

There is an increasing interest in developing learning analytic techniques for the analysis, and support of, high-quality learning discourse. This paper maps the terrain of discourse-centric learning analytics (DCLA), outlining the distinctive contribution of DCLA and outlining a definition for the field moving forwards. It is our claim that DCLA…

Learning Analytics: The next frontier for computer assisted language learning in big data age

Directory of Open Access Journals (Sweden)

Yu Qinglan

2015-01-01

Full Text Available Learning analytics (LA has been applied to various learning environments, though it is quite new in the field of computer assisted language learning (CALL. This article attempts to examine the application of learning analytics in the upcoming big data age. It starts with an introduction and application of learning analytics in other fields, followed by a retrospective review of historical interaction between learning and media in CALL, and a penetrating analysis on why people would go to learning analytics to increase the efficiency of foreign language education. As approved in previous research, new technology, including big data mining and analysis, would inevitably enhance the learning of foreign languages. Potential changes that learning analytics would bring to Chinese foreign language education and researches are also presented in the article.

Using Linked Data in Learning Analytics

NARCIS (Netherlands)

d'Aquin, Mathieu; Dietze, Stefan; Herder, Eelco; Drachsler, Hendrik; Taibi, David

2014-01-01

Learning Analytics has a lot to do with data, and the way to make sense of raw data in terms of the learner’s experience, behaviour and knowledge. In this article, we argue about the need for a closer relationship between the field of Learning Analytics and the one of Linked Data, which in our view

Learning Analytics focused on student behavior. Case study: dropout in distance learning institutions

Directory of Open Access Journals (Sweden)

Jose Aguilar

2017-04-01

Full Text Available Normally, Learning Analytics (LA can be focused on the analysis of the learning process or the student behavior. In this paper is analyzed the use of LA in the context of distance learning universities, particularly focuses on the students’ behavior. We propose to use a new concept, called "Autonomic Cycle of Learning Analysis Tasks", which defines a set of tasks of LA, whose common objective is to achieve an improvement in the process under study. In this paper, we develop the "Autonomic Cycle of LA Tasks" to analyze the dropout in distance learning institutions. We use a business intelligence methodology in order to develop the "Autonomic Cycle of LA Tasks" for the analysis of the dropout in distance learning. The Autonomic Cycle identifies factors that influence the decision of a student to abandon their studies, predicts the potentially susceptible students to abandon their university studies, and define a motivational pattern for these students.

Learning Analytics: Insights into the Natural Learning Behavior of Our Students

Science.gov (United States)

Becker, Bernd

2013-01-01

The migration from traditional classrooms to online learning environments is in full effect. In the midst of these changes, a new approach to learning analytics needs to be considered. Learning analytics refers to the process of collecting and studying usage data in order to make instructional decisions that will support student success. In…

Educational data mining and learning analytics

OpenAIRE

Vera Hernández, Joan Carles

2017-01-01

Treball basat en Educational Data Mining & Learning Analitics d'anàlisi de la matriculació dels alumnes i el seu impacte sobre la decisió de tornar-se a matricular. Trabajo basado en Educational Data Mining & Learning Analytics análisis de la matriculación de los alumnos y su impacto sobre la decisión de volverse a matricular. Work based on Educational Data Mining & Learning Analytics analysis of student enrollment and its impact on the decision to re-enroll.

Incorporating Learning Analytics in the Classroom

Science.gov (United States)

Thille, Candace; Zimmaro, Dawn

2017-01-01

This chapter describes an open learning analytics system focused on learning process measures and designed to engage instructors and students in an evidence-informed decision-making process to improve learning.

Problem-based learning on quantitative analytical chemistry course

Science.gov (United States)

Fitri, Noor

2017-12-01

This research applies problem-based learning method on chemical quantitative analytical chemistry, so called as "Analytical Chemistry II" course, especially related to essential oil analysis. The learning outcomes of this course include aspects of understanding of lectures, the skills of applying course materials, and the ability to identify, formulate and solve chemical analysis problems. The role of study groups is quite important in improving students' learning ability and in completing independent tasks and group tasks. Thus, students are not only aware of the basic concepts of Analytical Chemistry II, but also able to understand and apply analytical concepts that have been studied to solve given analytical chemistry problems, and have the attitude and ability to work together to solve the problems. Based on the learning outcome, it can be concluded that the problem-based learning method in Analytical Chemistry II course has been proven to improve students' knowledge, skill, ability and attitude. Students are not only skilled at solving problems in analytical chemistry especially in essential oil analysis in accordance with local genius of Chemistry Department, Universitas Islam Indonesia, but also have skilled work with computer program and able to understand material and problem in English.

License to evaluate: Preparing learning analytics dashboards for educational practice

NARCIS (Netherlands)

Jivet, Ioana; Scheffel, Maren; Specht, Marcus; Drachsler, Hendrik

2018-01-01

Learning analytics can bridge the gap between learning sciences and data analytics, leveraging the expertise of both fields in exploring the vast amount of data generated in online learning environments. A typical learning analytics intervention is the learning dashboard, a visualisation tool built

Using Learning Analytics to Assess Student Learning in Online Courses

Science.gov (United States)

Martin, Florence; Ndoye, Abdou

2016-01-01

Learning analytics can be used to enhance student engagement and performance in online courses. Using learning analytics, instructors can collect and analyze data about students and improve the design and delivery of instruction to make it more meaningful for them. In this paper, the authors review different categories of online assessments and…

Are Higher Education Institutions Prepared for Learning Analytics?

Science.gov (United States)

Ifenthaler, Dirk

2017-01-01

Higher education institutions and involved stakeholders can derive multiple benefits from learning analytics by using different data analytics strategies to produce summative, real-time, and predictive insights and recommendations. However, are institutions and academic as well as administrative staff prepared for learning analytics? A learning…

Student Attitudes toward Learning Analytics in Higher Education: "The Fitbit Version of the Learning World".

Science.gov (United States)

Roberts, Lynne D; Howell, Joel A; Seaman, Kristen; Gibson, David C

2016-01-01

Increasingly, higher education institutions are exploring the potential of learning analytics to predict student retention, understand learning behaviors, and improve student learning through providing personalized feedback and support. The technical development of learning analytics has outpaced consideration of ethical issues surrounding their use. Of particular concern is the absence of the student voice in decision-making about learning analytics. We explored higher education students' knowledge, attitudes, and concerns about big data and learning analytics through four focus groups ( N = 41). Thematic analysis of the focus group transcripts identified six key themes. The first theme, "Uninformed and Uncertain," represents students' lack of knowledge about learning analytics prior to the focus groups. Following the provision of information, viewing of videos and discussion of learning analytics scenarios three further themes; "Help or Hindrance to Learning," "More than a Number," and "Impeding Independence"; represented students' perceptions of the likely impact of learning analytics on their learning. "Driving Inequality" and "Where Will it Stop?" represent ethical concerns raised by the students about the potential for inequity, bias and invasion of privacy and the need for informed consent. A key tension to emerge was how "personal" vs. "collective" purposes or principles can intersect with "uniform" vs. "autonomous" activity. The findings highlight the need the need to engage students in the decision making process about learning analytics.

Position Paper: Applying Machine Learning to Software Analysis to Achieve Trusted, Repeatable Scientific Computing

Energy Technology Data Exchange (ETDEWEB)

Prowell, Stacy J [ORNL; Symons, Christopher T [ORNL

2015-01-01

Producing trusted results from high-performance codes is essential for policy and has significant economic impact. We propose combining rigorous analytical methods with machine learning techniques to achieve the goal of repeatable, trustworthy scientific computing.

Learning Analytics: opportunities for schools

Directory of Open Access Journals (Sweden)

Giovanni Fulantelli

2014-12-01

Full Text Available La valutazione delle esperienze di apprendimento che avvengono in ambienti in cui le interazioni sono mediate dalle tecnologie è una sfida ardua che deve essere affrontata con approcci adeguati. Le tecniche di Learning Analytics si sono sviluppate recentemente con l’obiettivo di fornire gli strumenti necessari per ottimizzare le esperienze di apprendimento. Queste tecniche supportano i docenti nel prendere tempestivamente quelle decisioni che rendono il processo didattico più efficace, permettendo di intervenire sull’intero processo o sui singoli studenti in modo personalizzato. Sebbene le tecniche di Learning Analytics si siano sviluppate principalmente nei contesti di alta formazione online, questo articolo mette in evidenza come l’impiego di tali tecniche può portare benefici anche nei contesti scolastici. Di fatto, in questi contesti, le tecnologie sono sempre più utilizzate per supportare le esperienze di apprendimento formali e informali, come quelle basate su dispositivi mobili, serious game e social network, e i dati generati sono sempre più numerosi, richiedendo nuovi approcci di analisi che traggono vantaggio dall’impiego delle tecniche di Learning Analytics.

Divulging Personal Information within Learning Analytics Systems

Science.gov (United States)

Ifenthaler, Dirk; Schumacher, Clara

2015-01-01

The purpose of this study was to investigate if students are prepared to release any personal data in order to inform learning analytics systems. Besides the well-documented benefits of learning analytics, serious concerns and challenges are associated with the application of these data driven systems. Most notably, empirical evidence regarding…

Learning Analytics: Potential for Enhancing School Library Programs

Science.gov (United States)

Boulden, Danielle Cadieux

2015-01-01

Learning analytics has been defined as the measurement, collection, analysis, and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs. The potential use of data and learning analytics in educational contexts has caught the attention of educators and…

The effects of learning analytics empowered technology on the students' arithmetic skills learning

NARCIS (Netherlands)

Knoop-van Campen, C.A.N.; Molenaar, I.; Hasselman, F.W.

2017-01-01

Learning analytics empowered educational technologies (LA-ET) in primary classrooms lead to blended learning scenarios with teacher lead instruction, class paced and individually paced practice. Learning analytics may function as a bridge between class and individual paced activities to support

Developing Learning Analytics Design Knowledge in the "Middle Space": The Student Tuning Model and Align Design Framework for Learning Analytics Use

Science.gov (United States)

Wise, Alyssa Friend; Vytasek, Jovita Maria; Hausknecht, Simone; Zhao, Yuting

2016-01-01

This paper addresses a relatively unexplored area in the field of learning analytics: how analytics are taken up and used as part of teaching and learning processes. Initial steps are taken towards developing design knowledge for this "middle space," with a focus on students as analytics users. First, a core set of challenges for…

Improving Learning Analytics--Combining Observational and Self-Report Data on Student Learning

Science.gov (United States)

Ellis, Robert A.; Han, Feifei; Pardo, Abelardo

2017-01-01

The field of education technology is embracing a use of learning analytics to improve student experiences of learning. Along with exponential growth in this area is an increasing concern of the interpretability of the analytics from the student experience and what they can tell us about learning. This study offers a way to address some of the…

Relationship between mathematical abstraction in learning parallel coordinates concept and performance in learning analytic geometry of pre-service mathematics teachers: an investigation

Science.gov (United States)

Nurhasanah, F.; Kusumah, Y. S.; Sabandar, J.; Suryadi, D.

2018-05-01

As one of the non-conventional mathematics concepts, Parallel Coordinates is potential to be learned by pre-service mathematics teachers in order to give them experiences in constructing richer schemes and doing abstraction process. Unfortunately, the study related to this issue is still limited. This study wants to answer a research question “to what extent the abstraction process of pre-service mathematics teachers in learning concept of Parallel Coordinates could indicate their performance in learning Analytic Geometry”. This is a case study that part of a larger study in examining mathematical abstraction of pre-service mathematics teachers in learning non-conventional mathematics concept. Descriptive statistics method is used in this study to analyze the scores from three different tests: Cartesian Coordinate, Parallel Coordinates, and Analytic Geometry. The participants in this study consist of 45 pre-service mathematics teachers. The result shows that there is a linear association between the score on Cartesian Coordinate and Parallel Coordinates. There also found that the higher levels of the abstraction process in learning Parallel Coordinates are linearly associated with higher student achievement in Analytic Geometry. The result of this study shows that the concept of Parallel Coordinates has a significant role for pre-service mathematics teachers in learning Analytic Geometry.

Intro til Learning Analytics & datainformeret undervisning og læring

DEFF Research Database (Denmark)

Ringtved, Ulla Lunde

Introduktion til Learning Analytics – Modeller og eksempler fra forskningsfeltet Learning Analytics. Data fra ny opgavetyper, ny kompetencer, nyt læringsudbytte. Nye Målemetoder – Hvad er det vi vil måle – Hvordan viser vi det?......Introduktion til Learning Analytics – Modeller og eksempler fra forskningsfeltet Learning Analytics. Data fra ny opgavetyper, ny kompetencer, nyt læringsudbytte. Nye Målemetoder – Hvad er det vi vil måle – Hvordan viser vi det?...

Investigation of Using Analytics in Promoting Mobile Learning Support

Science.gov (United States)

Visali, Videhi; Swami, Niraj

2013-01-01

Learning analytics can promote pedagogically informed use of learner data, which can steer the progress of technology mediated learning across several learning contexts. This paper presents the application of analytics to a mobile learning solution and demonstrates how a pedagogical sense was inferred from the data. Further, this inference was…

Understanding, Evaluating, and Supporting Self-Regulated Learning Using Learning Analytics

Science.gov (United States)

Roll, Ido; Winne, Philip H.

2015-01-01

Self-regulated learning is an ongoing process rather than a single snapshot in time. Naturally, the field of learning analytics, focusing on interactions and learning trajectories, offers exciting opportunities for analyzing and supporting self-regulated learning. This special section highlights the current state of research at the intersection of…

A mediation analysis of achievement motives, goals, learning strategies, and academic achievement.

Science.gov (United States)

Diseth, Age; Kobbeltvedt, Therese

2010-12-01

Previous research is inconclusive regarding antecedents and consequences of achievement goals, and there is a need for more research in order to examine the joint effects of different types of motives and learning strategies as predictors of academic achievement. To investigate the relationship between achievement motives, achievement goals, learning strategies (deep, surface, and strategic), and academic achievement in a hierarchical model. Participants were 229 undergraduate students (mean age: 21.2 years) of psychology and economics at the University of Bergen, Norway. Variables were measured by means of items from the Achievement Motives Scale (AMS), the Approaches and Study Skills Inventory for Students, and an achievement goal scale. Correlation analysis showed that academic achievement (examination grade) was positively correlated with performance-approach goal, mastery goal, and strategic learning strategies, and negatively correlated with performance-avoidance goal and surface learning strategy. A path analysis (structural equation model) showed that achievement goals were mediators between achievement motives and learning strategies, and that strategic learning strategies mediated the relationship between achievement goals and academic achievement. This study integrated previous findings from several studies and provided new evidence on the direct and indirect effects of different types of motives and learning strategies as predictors of academic achievement.

Challenges of Using Learning Analytics Techniques to Support Mobile Learning

Science.gov (United States)

Arrigo, Marco; Fulantelli, Giovanni; Taibi, Davide

2015-01-01

Evaluation of Mobile Learning remains an open research issue, especially as regards the activities that take place outside the classroom. In this context, Learning Analytics can provide answers, and offer the appropriate tools to enhance Mobile Learning experiences. In this poster we introduce a task-interaction framework, using learning analytics…

Student Attitudes toward Learning Analytics in Higher Education: “The Fitbit Version of the Learning World”

Science.gov (United States)

Roberts, Lynne D.; Howell, Joel A.; Seaman, Kristen; Gibson, David C.

2016-01-01

Increasingly, higher education institutions are exploring the potential of learning analytics to predict student retention, understand learning behaviors, and improve student learning through providing personalized feedback and support. The technical development of learning analytics has outpaced consideration of ethical issues surrounding their use. Of particular concern is the absence of the student voice in decision-making about learning analytics. We explored higher education students' knowledge, attitudes, and concerns about big data and learning analytics through four focus groups (N = 41). Thematic analysis of the focus group transcripts identified six key themes. The first theme, “Uninformed and Uncertain,” represents students' lack of knowledge about learning analytics prior to the focus groups. Following the provision of information, viewing of videos and discussion of learning analytics scenarios three further themes; “Help or Hindrance to Learning,” “More than a Number,” and “Impeding Independence”; represented students' perceptions of the likely impact of learning analytics on their learning. “Driving Inequality” and “Where Will it Stop?” represent ethical concerns raised by the students about the potential for inequity, bias and invasion of privacy and the need for informed consent. A key tension to emerge was how “personal” vs. “collective” purposes or principles can intersect with “uniform” vs. “autonomous” activity. The findings highlight the need the need to engage students in the decision making process about learning analytics. PMID:28066285

Student Attitudes toward Learning Analytics in Higher Education: “the fitbit version of the learning world”

Directory of Open Access Journals (Sweden)

Lynne D. Roberts

2016-12-01

Full Text Available Increasingly, higher education institutions are exploring the potential of learning analytics to predict student retention, understand learning behaviours, and improve student learning through providing personalised feedback and support. The technical development of learning analytics has outpaced consideration of ethical issues surrounding their use. Of particular concern is the absence of the student voice in decision-making about learning analytics. We explored higher education students’ knowledge, attitudes and concerns about big data and learning analytics through four focus groups (N=41. Thematic analysis of the focus group transcripts identified six key themes. The first theme, ‘Uninformed and Uncertain’, represents students’ lack of knowledge about learning analytics prior to the focus groups. Following the provision of information, viewing of videos and discussion of learning analytics scenarios three further themes; ‘Help or Hindrance to Learning’, ‘More than a Number’, and ‘Impeding Independence’; represented students’ perceptions of the likely impact of learning analytics on their learning. ‘Driving Inequality’ and ‘Where Will it Stop? represent ethical concerns raised by the students about the potential for inequity, bias and invasion of privacy and the need for informed consent. A key tension to emerge was how ‘personal’ versus ‘collective’ purposes or principles can intersect with ‘uniform’ versus ‘autonomous’ activity. The findings highlight the need the need to engage students in the decision making process about learning analytics.

Learning Analytics for Communities of Inquiry

Science.gov (United States)

Kovanovic, Vitomir; Gaševic, Dragan; Hatala, Marek

2014-01-01

This paper describes doctoral research that focuses on the development of a learning analytics framework for inquiry-based digital learning. Building on the Community of Inquiry model (CoI)--a foundation commonly used in the research and practice of digital learning and teaching--this research builds on the existing body of knowledge in two…

Learning analytics as a "middle space"

NARCIS (Netherlands)

Suthers, D.D.; Verbert, K.; Suthers, D.; Verbert, K.; Duval, E.; Ochoa, X.

2013-01-01

Learning Analytics, an emerging field concerned with analyzing the vast data "given off" by learners in technology supported settings to inform educational theory and practice, has from its inception taken a multidisciplinary approach that integrates studies of learning with technological

Developing a Code of Practice for Learning Analytics

Science.gov (United States)

Sclater, Niall

2016-01-01

Ethical and legal objections to learning analytics are barriers to development of the field, thus potentially denying students the benefits of predictive analytics and adaptive learning. Jisc, a charitable organization that champions the use of digital technologies in UK education and research, has attempted to address this with the development of…

Dental Students' Educational Achievement in Relation to Their Learning Styles: A Cross-Sectional Study in Iran.

Science.gov (United States)

Hosseini, Seyed Masoud; Amery, Hamideh; Emadzadeh, Ali; Babazadeh, Saber

2015-02-24

In recent decades, many studies have been carried out on the importance of Kolb experiential learning theory (ELT) in teaching-learning processes and its effect on learning outcomes. However, some experts have criticized the Kolb theory and argue that there are some ambiguities on the validity of the theory as an important predictor of achievement. This study has been carried out on dental students' educational achievement in relation to their dominant learning styles based on Kolb theory in Mashhad University of Medical Sciences (Iran). In a cross sectional study, Kolb Learning Style Inventory (LSI Ver. 3.1) as well as a questionnaire containing students' demographic data, academic achievement marks including grade point average (GPA), theoretical and practical courses marks, and the comprehensive basic sciences exam (CBSE) scores were administered on a purposive sample of 162 dental students who had passed their comprehensive basic sciences exam. Educational achievement data were analyzed in relation to students' dominant learning styles, using descriptive and analytical statistics including χ2, Kruskal-Wallis and two-way ANOVA tests. The dominant learning styles of students were Assimilating (53.1%), Converging (24.1%), Diverging (14.2%) and Accommodating (8.6%). Although, the students with Assimilating and Converging learning styles had a better performance on their educational achievement, there was no significant relationship between educational achievement and dominant learning style (P≥0.05). Findings support that the dominant learning style is not exclusively an essential factor to predict educational achievement. Rather, it shows learning preferences of students that may be considered in designing learning opportunities by the teachers.

Labour market driven learning analytics

NARCIS (Netherlands)

Kobayashi, V.; Mol, S.T.; Kismihók, G.

2014-01-01

This paper briefly outlines a project about integrating labour market information in a learning analytics goal-setting application that provides guidance to students in their transition from education to employment.

Labour Market Driven Learning Analytics

Science.gov (United States)

Kobayashi, Vladimer; Mol, Stefan T.; Kismihók, Gábor

2014-01-01

This paper briefly outlines a project about integrating labour market information in a learning analytics goal-setting application that provides guidance to students in their transition from education to employment.

Student Perceptions of Privacy Principles for Learning Analytics

Science.gov (United States)

Ifenthaler, Dirk; Schumacher, Clara

2016-01-01

The purpose of this study was to examine student perceptions of privacy principles related to learning analytics. Privacy issues for learning analytics include how personal data are collected and stored as well as how they are analyzed and presented to different stakeholders. A total of 330 university students participated in an exploratory study…

Using Learning Analytics for Preserving Academic Integrity

Science.gov (United States)

Amigud, Alexander; Arnedo-Moreno, Joan; Daradoumis, Thanasis; Guerrero-Roldan, Ana-Elena

2017-01-01

This paper presents the results of integrating learning analytics into the assessment process to enhance academic integrity in the e-learning environment. The goal of this research is to evaluate the computational-based approach to academic integrity. The machine-learning based framework learns students' patterns of language use from data,…

Commentary on "Distributed Revisiting: An Analytic for Retention of Coherent Science Learning"

Science.gov (United States)

Hewitt, Jim

2015-01-01

The article, "Distributed Revisiting: An Analytic for Retention of Coherent Science Learning" is an interesting study that operates at the intersection of learning theory and learning analytics. The authors observe that the relationship between learning theory and research in the learning analytics field is constrained by several…

Towards actionable learning analytics using dispositions

NARCIS (Netherlands)

Tempelaar, Dirk; Rienties, Bart; Nguyen, Quan

2017-01-01

Studies in the field of learning analytics (LA) have shown students’ demographics and learning management system (LMS) data to be effective identifiers of “at risk” performance. However, insights generated by these predictive models may not be suitable for pedagogically informed interventions due to

Learning Analytics Architecture to Scaffold Learning Experience through Technology-based Methods

Directory of Open Access Journals (Sweden)

Jannicke Madeleine Baalsrud Hauge

2015-02-01

Full Text Available The challenge of delivering personalized learning experiences is often increased by the size of classrooms and online learning communities. Serious Games (SGs are increasingly recognized for their potential to improve education. However, the issues related to their development and their level of effectiveness can be seriously affected when brought too rapidly into growing online learning communities. Deeper insights into how the students are playing is needed to deliver a comprehensive and intelligent learning framework that facilitates better understanding of learners' knowledge, effective assessment of their progress and continuous evaluation and optimization of the environments in which they learn. This paper discusses current SOTA and aims to explore the potential in the use of games and learning analytics towards scaffolding and supporting teaching and learning experience. The conceptual model (ecosystem and architecture discussed in this paper aims to highlight the key considerations that may advance the current state of learning analytics, adaptive learning and SGs, by leveraging SGs as an suitable medium for gathering data and performing adaptations.

Ethical and Privacy Issues in the Design of Learning Analytics Applications

NARCIS (Netherlands)

Drachsler, Hendrik; Hoel, Tore; Cooper, Adam; Kismihok, Gabor; Berg, Alan; Scheffel, Maren; Chen, Weiqin; Ferguson, Rebecca

2017-01-01

Issues related to Ethics and Privacy have become a major stumbling block in application of Learning Analytics technologies on a large scale. Recently, the learning analytics community at large has more actively addressed the EP4LA issues, and we are now starting to see learning analytics solutions

Learning Analytics for 21st Century Competencies

Science.gov (United States)

Buckingham Shum, Simon; Crick, Ruth Deakin

2016-01-01

Many educational institutions are shifting their teaching and learning towards equipping students with knowledge, skills, and dispositions that prepare them for lifelong learning, in a complex and uncertain world. These have been termed "21st century competencies." Learning analytics (LA) approaches in general offer different kinds of…

Cultivating Institutional Capacities for Learning Analytics

Science.gov (United States)

Lonn, Steven; McKay, Timothy A.; Teasley, Stephanie D.

2017-01-01

This chapter details the process the University of Michigan developed to build institutional capacity for learning analytics. A symposium series, faculty task force, fellows program, research grants, and other initiatives are discussed, with lessons learned for future efforts and how other institutions might adapt such efforts to spur cultural…

Towards Actionable Learning Analytics Using Dispositions

Science.gov (United States)

Tempelaar, Dirk T.; Rienties, Bart; Nguyen, Quan

2017-01-01

Studies in the field of learning analytics (LA) have shown students' demographics and learning management system (LMS) data to be effective identifiers of "at risk" performance. However, insights generated by these predictive models may not be suitable for pedagogically informed interventions due to the inability to explain why students…

The Spectrum of Learning Analytics

Directory of Open Access Journals (Sweden)

Gerd Kortemeyer

2017-06-01

Full Text Available "Learning Analytics" became a buzzword during the hype surrounding the advent of "big data" MOOCs, however, the concept has been around for over two decades. When the first online courses became available it was used as a tool to increase student success in particular courses, frequently combined with the hope of conducting educational research. In recent years, the same term started to be used on the institutional level to increase retention and decrease time-to-degree. These two applications, within particular courses on the one hand and at the institutional level on the other, are at the two extremes of the spectrum of Learning Analytics – and they frequently appear to be worlds apart. The survey describes affordances, theories and approaches in these two categories.

Dental Students’ Educational Achievement in Relation to Their Learning Styles: A Cross-sectional Study in Iran

Science.gov (United States)

Hosseini, Seyed Masoud; Amery, Hamideh; Emadzadeh, Ali; Babazadeh, Saber

2015-01-01

Background and Objectives: In recent decades, many studies have been carried out on the importance of Kolb experiential learning theory (ELT) in teaching-learning processes and its effect on learning outcomes. However, some experts have criticized the Kolb theory and argue that there are some ambiguities on the validity of the theory as an important predictor of achievement. This study has been carried out on dental students’ educational achievement in relation to their dominant learning styles based on Kolb theory in Mashhad University of Medical Sciences (Iran). Methods: In a cross sectional study, Kolb Learning Style Inventory (LSI Ver. 3.1) as well as a questionnaire containing students’ demographic data, academic achievement marks including grade point average (GPA), theoretical and practical courses marks, and the comprehensive basic sciences exam (CBSE) scores were administered on a purposive sample of 162 dental students who had passed their comprehensive basic sciences exam. Educational achievement data were analyzed in relation to students’ dominant learning styles, using descriptive and analytical statistics including χ2, Kruskal-Wallis and two-way ANOVA tests. Results: The dominant learning styles of students were Assimilating (53.1%), Converging (24.1%), Diverging (14.2%) and Accommodating (8.6%). Although, the students with Assimilating and Converging learning styles had a better performance on their educational achievement, there was no significant relationship between educational achievement and dominant learning style (P≥0.05). Conclusion: Findings support that the dominant learning style is not exclusively an essential factor to predict educational achievement. Rather, it shows learning preferences of students that may be considered in designing learning opportunities by the teachers. PMID:26156915

The Relationship between The Level of Intelligence, Achievement Motivation, Mathematics Learning Habits and Learning Achievement

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Farkhatu Sikhah

2017-03-01

Full Text Available Tujuan penelitian ini adalah (1 Untuk mengetahui hubungan antara tingkat kecerdasan dengan prestasi belajar matematika (2 Untuk mengetahui hubungan antara motivasi berprestasi dengan prestasi belajar matematika (3 Untuk mengetahui hubungan antara kebiasaan belajar dengan prestasi belajar matematika (4 Untuk mengetahui hubungan antara tingkat kecerdasan, motivasi berprestasi, dan kebiasaan belajar matematika dengan prestasi belajar matematika siswa semester 1 kelas XI IPA SMAN 1 Bojong. Jumlah sampel dalam penelitian ini sebanyak 40 orang siswa. Penelitian ini merupakan penelitian deskriptif korelatif sehingga data dianalisa untuk mendeskripsikan hubungan antara tingkat kecerdasan, motivasi berprestasi, dan kebiasaan belajar matematika dengan prestasi belajar matematika siswa. Instrumen pengambilan data menggunakan dokumentasi dan angket, dan dianalisa menggunakan regresi dan korelasi linier sederhana, serta regresi dan korelasi linier berganda. Hasil penelitian menunjukkan bahwa terdapat hubungan yang signifikan antara : (1 tingkat kecerdasan dengan prestasi belajar matematika siswa, (2 motivasi berprestasi dengan prestasi belajar matematika siswa, (3 kebiasaan belajar dengan prestasi belajar matematika siswa (4 tingkat kecerdasan, motivasi berprestasi dan kebiasaan belajar matematika dengan prestasi belajar matematika siswa.   The purpose of this study is (1 To determine the relationship between the level of intelligence and academic achievement of mathematics (2 To determine the relationship between achievement motivation and learning achievement in mathematics (3 To determine the relationship between study habits and academic achievement of mathematics (4 To determine the relationship between level of intelligence, achievement motivation and study habits mathematics learning achievement of student mathematics 1st semester of grade XI IPA SMAN 1 Bojong. The number of samples in this study were 40 students.This research was descriptive

THE CORRELATION OF LEARNING INDEPENDENCE ATTITUDES AND STUDENT’S LEARNING ACHIEVEMENT ON PHYSICS LEARNING BASED-PORTFOLIO

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Asep Saefullah

2017-05-01

Full Text Available This study aimed to determine correlation between learning independence attitudes and student’s learning achievement. Type of this research is a correlation study to detect the connection of learning independence attitude’s variance in relation to learning achievement variance. This study used an attitude scale to measure the student’s learning independence attitude and objective multiple-choice questions to measure the student’s learning achievement. The results showed that there is a positive correlation (unidirectional and significant betweenthe learning independence attitude and learning achievement. This means that the better student’s learning independence attitude, it will be the better students learning achievement. The attitude of learning independence contributed to 40.96% of students learning achievement.

Analytical reasoning task reveals limits of social learning in networks.

Science.gov (United States)

Rahwan, Iyad; Krasnoshtan, Dmytro; Shariff, Azim; Bonnefon, Jean-François

2014-04-06

Social learning-by observing and copying others-is a highly successful cultural mechanism for adaptation, outperforming individual information acquisition and experience. Here, we investigate social learning in the context of the uniquely human capacity for reflective, analytical reasoning. A hallmark of the human mind is its ability to engage analytical reasoning, and suppress false associative intuitions. Through a set of laboratory-based network experiments, we find that social learning fails to propagate this cognitive strategy. When people make false intuitive conclusions and are exposed to the analytic output of their peers, they recognize and adopt this correct output. But they fail to engage analytical reasoning in similar subsequent tasks. Thus, humans exhibit an 'unreflective copying bias', which limits their social learning to the output, rather than the process, of their peers' reasoning-even when doing so requires minimal effort and no technical skill. In contrast to much recent work on observation-based social learning, which emphasizes the propagation of successful behaviour through copying, our findings identify a limit on the power of social networks in situations that require analytical reasoning.

The Effects of Problem-Based Learning (PBL) on the Academic Achievement of Students Studying "Electrochemistry"

Science.gov (United States)

Günter, Tugçe; Alpat, Sibel Kilinç

2017-01-01

This study investigates the effects of problem-based learning (PBL) on students' academic achievements in studying "Electrochemistry" within a course on Analytical Chemistry. The research was of a pretest-posttest control group quasi-experimental design and it was conducted with second year students in the Chemistry Teaching Program at…

Learning Motivation and Achievements

Institute of Scientific and Technical Information of China (English)

冯泽野

2016-01-01

It is known to all that motivation is one of the most important elements in EFL learning.This study analyzes the type of English learning motivations and learning achievements within non-English majors’ students (Bilingual program in Highway School and Architecture) in Chang’an University, who has been considered English as the foreign language. This thesis intends to put forward certain strategies in promoting foreign language teaching.

An Overview of Learning Analytics

Science.gov (United States)

Zilvinskis, John; Willis, James, III; Borden, Victor M. H.

2017-01-01

The purpose of this chapter is to provide administrators and faculty with an understanding of learning analytics and its relationship to existing roles and functions so better institutional decisions can be made about investments and activities related to these technologies.

Translating Learning into Numbers: A Generic Framework for Learning Analytics

Science.gov (United States)

Greller, Wolfgang; Drachsler, Hendrik

2012-01-01

With the increase in available educational data, it is expected that Learning Analytics will become a powerful means to inform and support learners, teachers and their institutions in better understanding and predicting personal learning needs and performance. However, the processes and requirements behind the beneficial application of Learning…

Learning Analytics to Understand Cultural Impacts on Technology Enhanced Learning

Science.gov (United States)

Mittelmeier, Jenna; Tempelaar, Dirk; Rienties, Bart; Nguyen, Quan

2016-01-01

In this empirical study, we investigate the role of national cultural dimensions as distal antecedents of the use intensity of e-tutorials, which constitute the digital component within a blended learning course. Profiting from the context of a dispositional learning analytics application, we investigate cognitive processing strategies and…

Let's Not Forget: Learning Analytics Are about Learning

Science.gov (United States)

Gaševic, Dragan; Dawson, Shane; Siemens, George

2015-01-01

The analysis of data collected from the interaction of users with educational and information technology has attracted much attention as a promising approach for advancing our understanding of the learning process. This promise motivated the emergence of the new research field, learning analytics, and its closely related discipline, educational…

Learning Analytics and the Academic Library: Professional Ethics Commitments at a Crossroads

Science.gov (United States)

Jones, Kyle M. L.; Salo, Dorothea

2018-01-01

In this paper, the authors address learning analytics and the ways academic libraries are beginning to participate in wider institutional learning analytics initiatives. Since there are moral issues associated with learning analytics, the authors consider how data mining practices run counter to ethical principles in the American Library…

Designing for Student-Facing Learning Analytics

Science.gov (United States)

Kitto, Kirsty; Lupton, Mandy; Davis, Kate; Waters, Zak

2017-01-01

Despite a narrative that sees learning analytics (LA) as a field that aims to enhance student learning, few student-facing solutions have emerged. This can make it difficult for educators to imagine how data can be used in the classroom, and in turn diminishes the promise of LA as an enabler for encouraging important skills such as sense-making,…

The Impact of Learning Analytics on the Dutch Education System

NARCIS (Netherlands)

Drachsler, Hendrik; Stoyanov, Slavi; Specht, Marcus

2014-01-01

The presentation reports the findings of a Group Concept Mapping study that was conducted within the framework of the Learning Analytics Summer Institute (LASI) in the Netherlands. Learning Analytics are expected to be beneficial for students and teacher empowerment, personalization, research on

Facilitating Multiple Intelligences through Multimodal Learning Analytics

Science.gov (United States)

Perveen, Ayesha

2018-01-01

This paper develops a theoretical framework for employing learning analytics in online education to trace multiple learning variations of online students by considering their potential of being multiple intelligences based on Howard Gardner's 1983 theory of multiple intelligences. The study first emphasizes the need to facilitate students as…

Editorial: Datasets for Learning Analytics

NARCIS (Netherlands)

Dietze, Stefan; George, Siemens; Davide, Taibi; Drachsler, Hendrik

2018-01-01

The European LinkedUp and LACE (Learning Analytics Community Exchange) project have been responsible for setting up a series of data challenges at the LAK conferences 2013 and 2014 around the LAK dataset. The LAK datasets consists of a rich collection of full text publications in the domain of

Learning, Learning Analytics, Activity Visualisation and Open learner Model

DEFF Research Database (Denmark)

Bull, Susan; Kickmeier-Rust, Michael; Vatrapu, Ravi

2013-01-01

This paper draws on visualisation approaches in learning analytics, considering how classroom visualisations can come together in practice. We suggest an open learner model in situations where many tools and activity visualisations produce more visual information than can be readily interpreted....

From Theory Use to Theory Building in Learning Analytics: A Commentary on "Learning Analytics to Support Teachers during Synchronous CSCL"

Science.gov (United States)

Chen, Bodong

2015-01-01

In this commentary on Van Leeuwen (2015, this issue), I explore the relation between theory and practice in learning analytics. Specifically, I caution against adhering to one specific theoretical doctrine while ignoring others, suggest deeper applications of cognitive load theory to understanding teaching with analytics tools, and comment on…

Will Flexible Learning Raise Student Achievement?

Science.gov (United States)

Guest, Ross

2005-01-01

This paper presents both theoretical and survey evidence on the effect of flexible learning--in particular, the shift to a more student-centred approach to learning--on academic achievement by students. A survey was conducted of 577 business students at a major Australian university in order to elicit their preferences for academic achievement and…

Broadening the Scope and Increasing the Usefulness of Learning Analytics:

Science.gov (United States)

Ellis, Cath

2013-01-01

Learning analytics is a relatively new field of inquiry and its precise meaning is both contested and fluid (Johnson, Smith, Willis, Levine & Haywood, 2011; LAK, n.d.). Ferguson (2012) suggests that the best working definition is that offered by the first Learning Analytics and Knowledge (LAK) conference: "the measurement, collection,…

Open University Learning Analytics dataset.

Science.gov (United States)

Kuzilek, Jakub; Hlosta, Martin; Zdrahal, Zdenek

2017-11-28

Learning Analytics focuses on the collection and analysis of learners' data to improve their learning experience by providing informed guidance and to optimise learning materials. To support the research in this area we have developed a dataset, containing data from courses presented at the Open University (OU). What makes the dataset unique is the fact that it contains demographic data together with aggregated clickstream data of students' interactions in the Virtual Learning Environment (VLE). This enables the analysis of student behaviour, represented by their actions. The dataset contains the information about 22 courses, 32,593 students, their assessment results, and logs of their interactions with the VLE represented by daily summaries of student clicks (10,655,280 entries). The dataset is freely available at https://analyse.kmi.open.ac.uk/open_dataset under a CC-BY 4.0 license.

De-Identification in Learning Analytics

Science.gov (United States)

Khalila, Mohammad; Ebner, Martin

2016-01-01

Learning analytics has reserved its position as an important field in the educational sector. However, the large-scale collection, processing, and analyzing of data has steered the wheel beyond the borders to face an abundance of ethical breaches and constraints. Revealing learners' personal information and attitudes, as well as their activities,…

Exploratory Analysis in Learning Analytics

Science.gov (United States)

Gibson, David; de Freitas, Sara

2016-01-01

This article summarizes the methods, observations, challenges and implications for exploratory analysis drawn from two learning analytics research projects. The cases include an analysis of a games-based virtual performance assessment and an analysis of data from 52,000 students over a 5-year period at a large Australian university. The complex…

Designing Technology-Enabled Instruction to Utilize Learning Analytics

Science.gov (United States)

Davies, Randall; Nyland, Robert; Bodily, Robert; Chapman, John; Jones, Brian; Young, Jay

2017-01-01

A key notion conveyed by those who advocate for the use of data to enhance instruction is an awareness that learning analytics has the potential to improve instruction and learning but is not currently reaching that potential. Gibbons (2014) suggested that a lack of learning facilitated by current technology-enabled instructional systems may be…

Application of Learning Analytics Using Clustering Data Mining for Students' Disposition Analysis

Science.gov (United States)

Bharara, Sanyam; Sabitha, Sai; Bansal, Abhay

2018-01-01

Learning Analytics (LA) is an emerging field in which sophisticated analytic tools are used to improve learning and education. It draws from, and is closely tied to, a series of other fields of study like business intelligence, web analytics, academic analytics, educational data mining, and action analytics. The main objective of this research…

Machine learning for Big Data analytics in plants.

Science.gov (United States)

Ma, Chuang; Zhang, Hao Helen; Wang, Xiangfeng

2014-12-01

Rapid advances in high-throughput genomic technology have enabled biology to enter the era of 'Big Data' (large datasets). The plant science community not only needs to build its own Big-Data-compatible parallel computing and data management infrastructures, but also to seek novel analytical paradigms to extract information from the overwhelming amounts of data. Machine learning offers promising computational and analytical solutions for the integrative analysis of large, heterogeneous and unstructured datasets on the Big-Data scale, and is gradually gaining popularity in biology. This review introduces the basic concepts and procedures of machine-learning applications and envisages how machine learning could interface with Big Data technology to facilitate basic research and biotechnology in the plant sciences. Copyright © 2014 Elsevier Ltd. All rights reserved.

Exploring Mathematics Achievement Goals Using Kolb’s Learning Style Model

Directory of Open Access Journals (Sweden)

Avelino G. Ignacio Jr.

2017-02-01

Full Text Available This research work is an exploration of causality connection of learning styles to mathematics achievement goals. The objectives of the study are as follows: (1 to identify the mathematics achievement goal of students when grouped according to preferred learning style (2 to identify the learning style of students when grouped according to preferred mathematics achievement goal and (3 to determine if there is a significant difference in each mathematics achievement goal when grouped according to learning style. The researcher used explanatory cross-sectional design. The Revised Achievement Goal Questionnaire and Kolb’s Learning Style Inventory 3.1 were utilized to collect data. Results show that respondents hold mastery-approach achievement goals regardless of learning styles. Also, students with approach type of mathematics achievement goals hold assimilative learning style which operates on reflective observation and abstract conceptualization; and students with avoidance type of mathematics achievement goals hold accommodative learning style which operates on active experimentation and concrete experimentation. Furthermore, findings show that there is no significant difference in the mathematics achievement goals based on learning style. Exploratory research is recommended to understand why students with approach type of mathematics achievement goals hold assimilative learning style and why students with avoidance type of mathematics achievement goals hold accommodative learning style.

Learning analytics approach of EMMA project

NARCIS (Netherlands)

Tammets, Kairit; Brouns, Francis

2014-01-01

The EMMA project provides a MOOC platform to aggregate and delivers massive open online courses (MOOC) in multiple languages from a variety of European universities. Learning analytics play an important role in MOOCs to support the individual needs of the learner.

Effect of Emotional Intelligence on Student Learning Achievement

Directory of Open Access Journals (Sweden)

Hendra Hadiwijaya

2017-08-01

Full Text Available The Effect of Emotional Intelligence Against Student Achievement aims to determine the effect of emotional intelligence which consists of self awareness, self management, Motivation, social awareness, relationship management partially and simultaneously on learning achievement. Respondents are students of SMP Negeri 4 Lalan Bumi Agung  Vilage Musi Banyuasin Regency to be 135 people. Methods of data analysis using regression analysis techniques. Partial assay results (t-test showed emotional intelligence consists of Self awareness, self management, Motivation, social awareness, relationship management positive and significant effect on learning achievement. Simultaneous Test Results (Test-F emotional intelligence consists of Self awareness, self management, motivation, social awareness, relationship management and significant positive effect on learning achievement. Social awareness is more dominant influence on learning achievement.

Penetrating the Fog: Analytics in Learning and Education

Science.gov (United States)

Siemens, George; Long, Phil

2011-01-01

Attempts to imagine the future of education often emphasize new technologies--ubiquitous computing devices, flexible classroom designs, and innovative visual displays. But the most dramatic factor shaping the future of higher education is something that people cannot actually touch or see: "big data and analytics." Learning analytics is still in…

Relationship between the Learning Styles Preferences and Academic Achievement

Science.gov (United States)

Awang, H.; Samad, N. Abd; Faiz, N. S. Mohd; Roddin, R.; Kankia, J. D.

2017-08-01

The individual learning differences that have been much explored relate to differences in personality, learning styles, strategies and conceptual of learning. This article studies the learning style profile exhibited by students towards the academic achievement in Malaysian Polytechnic. The relationship between learning styles of Polytechnic students and their academic achievement based on VARK learning styles model. The target population was international business students of Malaysian Polytechnic. By means of randomly sampling method, 103 students were selected as sample of research. By descriptive - survey research method and a questionnaire adapted from VARK Learning Style Index, required data were collected. According to the results, no significantly difference between learning style and academic achievement of students. Students academic achievement was quite similar to their individual learning styles. These facts reveal that each learning style has its own strengths and weaknesses.

Learning Analytics Mobile Application for the Bucharest University of Economic Studies’ Students

Directory of Open Access Journals (Sweden)

Anca IANCU

2017-01-01

Full Text Available Learning analytics refers to improving the educational process by providing feedback and in-volving all the stakeholders. It is a very useful method with positive effects on both students and teachers. In ASE, the idea of learning analytics is not very well shaped, so development is needed on this side. This article proposes a learning analytics app for better exploitation of SIMUR database content in order to improve the educational processes in the university.

Socio-semantic Networks of Research Publications in the Learning Analytics Community

NARCIS (Netherlands)

Fazeli, Soude; Drachsler, Hendrik; Sloep, Peter

2013-01-01

Fazeli, S., Drachsler, H., & Sloep, P. B. (2013). Socio-semantic Networks of Research Publications in the Learning Analytics Community. In M. d'Aquin, S. Dietze, H. Drachsler, E. Herder, & D. Taibi (Eds.), Linked data challenge, Learning Analytic and Knowledge (LAK13) (pp. 6-10). Vol. 974, Leuven,

Elusive Learning—Using Learning Analytics to Support Reflective Sensemaking of Ill-Structured Ethical Problems: A Learner-Managed Dashboard Solution

Directory of Open Access Journals (Sweden)

Yianna Vovides

2016-06-01

Full Text Available Since the turn of the 21st century, we have seen a surge of studies on the state of U.S. education addressing issues such as cost, graduation rates, retention, achievement, engagement, and curricular outcomes. There is an expectation that graduates should be able to enter the workplace equipped to take on complex and “messy” or ill-structured problems as part of their professional and everyday life. In the context of online learning, we have identified two key issues that are elusive (hard to capture and make visible: learning with ill-structured problems and the interaction of social and individual learning. We believe that the intersection between learning and analytics has the potential, in the long-term, to minimize the elusiveness of deep learning. A proposed analytics model is described in this article that is meant to capture and also support further development of a learner’s reflective sensemaking.

Are We on Our Way to Becoming a "Helicopter University"? Academics' Views on Learning Analytics

Science.gov (United States)

Howell, Joel A.; Roberts, Lynne D.; Seaman, Kristen; Gibson, David C.

2018-01-01

Higher education institutions are developing the capacity for learning analytics. However, the technical development of learning analytics has far exceeded the consideration of ethical issues around learning analytics. We examined higher education academics' knowledge, attitudes, and concerns about the use of learning analytics though four focus…

The Ethics of Using Learning Analytics to Categorize Students on Risk

Science.gov (United States)

Scholes, Vanessa

2016-01-01

There are good reasons for higher education institutions to use learning analytics to risk-screen students. Institutions can use learning analytics to better predict which students are at greater risk of dropping out or failing, and use the statistics to treat "risky" students differently. This paper analyses this practice using…

Learning Analytics: At the Nexus of Big Data, Digital Innovation, and Social Justice in Education

Science.gov (United States)

Aguilar, Stephen J.

2018-01-01

We are still designing educational experiences for the "average" student, and have room to improve. Learning analytics provides a way forward. This commentary describes how learning analytics-based applications are well positioned to meaningfully personalize the learning experience in diverse ways. In so doing, learning analytics has the…

Constraint-Referenced Analytics of Algebra Learning

Science.gov (United States)

Sutherland, Scot M.; White, Tobin F.

2016-01-01

The development of the constraint-referenced analytics tool for monitoring algebra learning activities presented here came from the desire to firstly, take a more quantitative look at student responses in collaborative algebra activities, and secondly, to situate those activities in a more traditional introductory algebra setting focusing on…

Analytics of biometric data from wearable devices to support teaching and learning activities

Directory of Open Access Journals (Sweden)

Francisco de Arriba Pérez

2016-03-01

Full Text Available This paper introduces the preliminary results of a piece of research whose main purpose is to take advantage of data collected from wearable devices to support learning processes. This goal is approached through the application of learning analytic techniques. The innovation point is the use of data collected from wearables, that will be used in conjunction with data collected from other sources (e.g. Learning Management Systems, Student Information Systems. The paper reviews the results achieved during the last year about the relationships among biometric data collected from wearables and relevant features described in the educational literature. In this way sleep and stress have been identified as interesting areas that could be informed from data collected in wearables and processed by applying machine learning techniques. Our preliminary results show some initial promising results that need further validation, also these results show an interesting opportunity to support awareness and intervention functionalities.

Applying Learning Analytics for the Early Prediction of Students' Academic Performance in Blended Learning

Science.gov (United States)

Lu, Owen H. T.; Huang, Anna Y. Q.; Huang, Jeff C. H.; Lin, Albert J. Q.; Ogata, Hiroaki; Yang, Stephen J. H.

2018-01-01

Blended learning combines online digital resources with traditional classroom activities and enables students to attain higher learning performance through well-defined interactive strategies involving online and traditional learning activities. Learning analytics is a conceptual framework and is a part of our Precision education used to analyze…

Analytics to Literacies: The Development of a Learning Analytics Framework for Multiliteracies Assessment

Directory of Open Access Journals (Sweden)

Shane Dawson

2014-09-01

Full Text Available The rapid advances in information and communication technologies, coupled with increased access to information and the formation of global communities, have resulted in interest among researchers and academics to revise educational practice to move beyond traditional ‘literacy’ skills towards an enhanced set of “multiliteracies” or “new media literacies”. Measuring the literacy of a population, in the light of its linkage to individual and community wealth and wellbeing, is essential to determining the impact of compulsory education. The opportunity now is to develop tools to assess individual and societal attainment of these new literacies. Drawing on the work of Jenkins and colleagues (2006 and notions of a participatory culture, this paper proposes a conceptual framework for how learning analytics can assist in measuring individual achievement of multiliteracies and how this evaluative process can be scaled to provide an institutional perspective of the educational progress in fostering these fundamental skills.

Assessment of Learning in Digital Interactive Social Networks: A Learning Analytics Approach

Science.gov (United States)

Wilson, Mark; Gochyyev, Perman; Scalise, Kathleen

2016-01-01

This paper summarizes initial field-test results from data analytics used in the work of the Assessment and Teaching of 21st Century Skills (ATC21S) project, on the "ICT Literacy--Learning in digital networks" learning progression. This project, sponsored by Cisco, Intel and Microsoft, aims to help educators around the world enable…

The Nature and Extent of Instructors' Use of Learning Analytics in Higher Education to Inform Teaching and Learning

Science.gov (United States)

King, Janet L.

2017-01-01

The utilization of learning analytics to support teaching and learning has emerged as a newer phenomenon combining instructor-oriented action research, the mining of educational data, and the analyses of statistics and patterns. Learning analytics have documented, quantified and graphically displayed students' interactions, engagement, and…

Metacognitive Language Learning Strategies Use, Gender, and Learning Achievement: a Correlation Study

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Ahlam Bouirane

2015-06-01

Full Text Available This study investigates the relationship between metacognitive language learning strategies (MLLS and gender and achievement of EFL students. Metacognitive language learning strategies are crucial for students of English as a foreign language to learn effectively. The theoretical issues discuss metacognitive language learning strategies in particular, and language learning strategies (LLS in general. The practical research took place at the English language department at Farhat Abbes University, Sétif, Algeria, with third year students learning English as a foreign language. The study hypothesized that there is a positive correlation between metacognitive language learning strategies use and achievement. Two main parts following a qualitative design constitute the body of the present research. The first part uses the Metacognitive Language Learning Strategies Questionnaire (MLLSQ to account for differences in the reported frequency of metacognitive strategies use across all the students, and across gender differences. The second part uses interviews to account for the use of these strategies at the individual level, in their relation to the students’ gender and achievement in language learning. The results of the first part revealed a significant use of metacognitive strategies among all the students and significant differences between male students and female students in the frequency of use of these strategies. Moreover, the results of the second part reflected more significant differences in the use of Metacognitive strategies at the level of gender and learning achievement. The study concludes by bringing together key findings and some suggestions for further research.

Relationships Between Achievement Emotions, Motivation and Language Learning Strategies of High, Mid and Low English Language Achievers

Institute of Scientific and Technical Information of China (English)

TAN; Jun-ming

2017-01-01

Overseas research has shown that achievement emotions have direct relationships with ＂achievement outcome＂ and＂achievement activities＂. The purpose of the present study aimed to compare the relationships betweenachievement emotions, motivation, and language learning strategies of high, mid and low achievers in Englishlanguage learning at an international university in a southern province in China. Quantitative data were collectedthrough a questionnaire survey of 74 （16 males, 58 females） TESL major students. Results indicated that studentsin general experienced more positive than negative achievement emotions; more intrinsically rather thanextrinsically motivated to learn English; and quite frequently used a variety of learning strategies to overcome theirlearning difficulties. However, Year Four low-achievers experienced more negative achievement emotions. Theyseldom used metacognitive, affective and social learning strategies, and they had lower degrees of intrinsicmotivation. Implications for institutional support for at risk students are discussed.

Factors Influencing Beliefs for Adoption of a Learning Analytics Tool: An Empirical Study

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Ali, Liaqat; Asadi, Mohsen; Gasevic, Dragan; Jovanovic, Jelena; Hatala, Marek

2013-01-01

Present research and development offer various learning analytics tools providing insights into different aspects of learning processes. Adoption of a specific tool for practice is based on how its learning analytics are perceived by educators to support their pedagogical and organizational goals. In this paper, we propose and empirically validate…

Achievement Motivation: From the Perspective of Learned Hopelessness.

Science.gov (United States)

Au, Chung-park

1995-01-01

Introduces the concept of learned hopelessness, with special attention on its development from the helplessness theory of depression, and its application to studies of achievement motivation. Highlights conceptual and assessment issues that arise in researching learned hopelessness and achievement motivation. (DSK)

Assessing Adult Learning Preferences Using the Analytic Hierarchy Process.

Science.gov (United States)

Lee, Doris; McCool, John; Napieralski, Laura

2000-01-01

Graduate students (n=134) used the analytic hierarchy process, which weights expressed preferences, to rate four learning activities: lectures, discussion/reflection, individual projects, and group projects. Their preferences for discussion/reflection and individual projects were independent of auditory, visual, and kinesthetic learning styles.…

Learning Analytics for Online Discussions: Embedded and Extracted Approaches

Science.gov (United States)

Wise, Alyssa Friend; Zhao, Yuting; Hausknecht, Simone Nicole

2014-01-01

This paper describes an application of learning analytics that builds on an existing research program investigating how students contribute and attend to the messages of others in asynchronous online discussions. We first overview the E-Listening research program and then explain how this work was translated into analytics that students and…

Current and future multimodal learning analytics data challenges

DEFF Research Database (Denmark)

Spikol, Daniel; Prieto, Luis P.; Rodriguez-Triana, M.J.

2017-01-01

Multimodal Learning Analytics (MMLA) captures, integrates and analyzes learning traces from different sources in order to obtain a more holistic understanding of the learning process, wherever it happens. MMLA leverages the increasingly widespread availability of diverse sensors, high......-frequency data collection technologies and sophisticated machine learning and artificial intelligence techniques. The aim of this workshop is twofold: first, to expose participants to, and develop, different multimodal datasets that reflect how MMLA can bring new insights and opportunities to investigate complex...... learning processes and environments; second, to collaboratively identify a set of grand challenges for further MMLA research, built upon the foundations of previous workshops on the topic....

Cryptography based on neural networks - analytical results

International Nuclear Information System (INIS)

Rosen-Zvi, Michal; Kanter, Ido; Kinzel, Wolfgang

2002-01-01

The mutual learning process between two parity feed-forward networks with discrete and continuous weights is studied analytically, and we find that the number of steps required to achieve full synchronization between the two networks in the case of discrete weights is finite. The synchronization process is shown to be non-self-averaging and the analytical solution is based on random auxiliary variables. The learning time of an attacker that is trying to imitate one of the networks is examined analytically and is found to be much longer than the synchronization time. Analytical results are found to be in agreement with simulations. (letter to the editor)

A Mobile Gamification Learning System for Improving the Learning Motivation and Achievements

Science.gov (United States)

Su, C-H.; Cheng, C-H.

2015-01-01

This paper aims to investigate how a gamified learning approach influences science learning, achievement and motivation, through a context-aware mobile learning environment, and explains the effects on motivation and student learning. A series of gamified learning activities, based on MGLS (Mobile Gamification Learning System), was developed and…

Influence of Strategy of Learning and Achievement Motivation of Learning Achievement Class VIII Students of State Junior High School in District Blitar

Science.gov (United States)

Ayundawati, Dyah; Setyosari, Punaji; Susilo, Herawati; Sihkabuden

2016-01-01

This study aims for know influence of problem-based learning strategies and achievement motivation on learning achievement. The method used in this research is quantitative method. The instrument used in this study is two fold instruments to measure moderator variable (achievement motivation) and instruments to measure the dependent variable (the…

Setting Learning Analytics in Context: Overcoming the Barriers to Large-Scale Adoption

Science.gov (United States)

Ferguson, Rebecca; Macfadyen, Leah P.; Clow, Doug; Tynan, Belinda; Alexander, Shirley; Dawson, Shane

2014-01-01

A core goal for most learning analytic projects is to move from small-scale research towards broader institutional implementation, but this introduces a new set of challenges because institutions are stable systems, resistant to change. To avoid failure and maximize success, implementation of learning analytics at scale requires explicit and…

Contemporary Privacy Theory Contributions to Learning Analytics

Science.gov (United States)

Heath, Jennifer

2014-01-01

With the continued adoption of learning analytics in higher education institutions, vast volumes of data are generated and "big data" related issues, including privacy, emerge. Privacy is an ill-defined concept and subject to various interpretations and perspectives, including those of philosophers, lawyers, and information systems…

The Effects of Brain Based Learning Approach on Motivation and Students Achievement in Mathematics Learning

Science.gov (United States)

Mekarina, M.; Ningsih, Y. P.

2017-09-01

This classroom action research is based by the facts that the students motivation and achievement mathematics learning is less. One of the factors causing is learning that does not provide flexibility to students to empower the potential of the brain optimally. The aim of this research was to improve the student motivation and achievement in mathematics learning by implementing brain based learning approach. The subject of this research was student of grade XI in senior high school. The research consisted of two cycles. Data of student achievement from test, and the student motivation through questionnaire. Furthermore, the finding of this research showed the result of the analysis was the implementation of brain based learning approach can improve student’s achievement and motivation in mathematics learning.

Student Involvement in Learning and School Achievement.

Science.gov (United States)

Anderson, Lorin W.

The purpose of the study was to investigate the relationship between selected student characteristics, student involvement in learning, and achievement. Both naturalistic (n = 28, 27) and experimental studies were conducted. In the experimental study, two classes (n = 29, 26) learned a sequence of matrix arithmetic by mastery learning strategies.…

Capacity Enablers and Barriers for Learning Analytics: Implications for Policy and Practice

Science.gov (United States)

Wolf, Mary Ann; Jones, Rachel; Hall, Sara; Wise, Bob

2014-01-01

The field of learning analytics is being discussed in many circles as an emerging concept in education. In many districts and states, the core philosophy behind learning analytics is not entirely new; for more than a decade, discussions of data-driven decision making and the use of data to drive instruction have been common. Still, the U.S.…

Achieving HBSE Competencies through Service-learning

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Sarah E. Twill

2011-04-01

Full Text Available Service-learning pedagogy allows social work educators to create meaningful learning opportunities for students and better prepare them for practicum, while at the same time, meeting a community need. This paper outlines the relevance of incorporating service-learning into the social work curriculum, specifically the human behavior and the social environment (HBSE area. Using Bloom’s taxonomy as a guide, the authors propose how the CSWE competencies and practice behaviors specific to HBSE may be assessed using service-learning pedagogy. An example is reviewed to illustrate how service-learning can assist faculty and students achieve the HBSE competencies and practice behaviors. Finally, implications for service-learning as a pedagogical strategy for social work education are discussed.

Personality Traits, Learning and Academic Achievements

Science.gov (United States)

Jensen, Mikael

2015-01-01

There has been an increased interest in personality traits (especially the five-factor model) in relation to education and learning over the last decade. Previous studies have shown a relation between personality traits and learning, and between personality traits and academic achievement. The latter is typically described in terms of Grade Point…

Machine learning and predictive data analytics enabling metrology and process control in IC fabrication

Science.gov (United States)

Rana, Narender; Zhang, Yunlin; Wall, Donald; Dirahoui, Bachir; Bailey, Todd C.

2015-03-01

Integrate circuit (IC) technology is going through multiple changes in terms of patterning techniques (multiple patterning, EUV and DSA), device architectures (FinFET, nanowire, graphene) and patterning scale (few nanometers). These changes require tight controls on processes and measurements to achieve the required device performance, and challenge the metrology and process control in terms of capability and quality. Multivariate data with complex nonlinear trends and correlations generally cannot be described well by mathematical or parametric models but can be relatively easily learned by computing machines and used to predict or extrapolate. This paper introduces the predictive metrology approach which has been applied to three different applications. Machine learning and predictive analytics have been leveraged to accurately predict dimensions of EUV resist patterns down to 18 nm half pitch leveraging resist shrinkage patterns. These patterns could not be directly and accurately measured due to metrology tool limitations. Machine learning has also been applied to predict the electrical performance early in the process pipeline for deep trench capacitance and metal line resistance. As the wafer goes through various processes its associated cost multiplies. It may take days to weeks to get the electrical performance readout. Predicting the electrical performance early on can be very valuable in enabling timely actionable decision such as rework, scrap, feedforward, feedback predicted information or information derived from prediction to improve or monitor processes. This paper provides a general overview of machine learning and advanced analytics application in the advanced semiconductor development and manufacturing.

Review of the Development of Learning Analytics Applied in College-Level Institutes

Directory of Open Access Journals (Sweden)

Ken-Zen Chen

2014-07-01

Full Text Available This article focuses on the recent development of Learning Analytics using higher education institutional big-data. It addresses current state of Learning Analytics, creates a shared understanding, and clarifies misconceptions about the field. This article also reviews prominent examples from peer institutions that are conducting analytics, identifies their data and methodological framework, and comments on market vendors and non-for-profit initiatives. Finally, it suggests an implementation agenda for potential institutions and their stakeholders by drafting necessary preparations and creating iterative implementation flows.

Putting an Ethical Lens on Learning Analytics

Science.gov (United States)

West, Deborah; Huijser, Henk; Heath, David

2016-01-01

As learning analytics activity has increased, a variety of ethical implications and considerations have emerged, though a significant research gap remains in explicitly investigating the views of key stakeholders, such as academic staff. This paper draws on ethics-related findings from an Australian study featuring two surveys, one of…

How Dispositional Learning Analytics helps understanding the worked-example principle

NARCIS (Netherlands)

Tempelaar, Dirk; Sampson, Demetrios G.; Spector, J. Michael; Ifenthaler, Dirk; Isaías, Pedro

2017-01-01

This empirical study aims to demonstrate how Dispositional Learning Analytics can contribute in the investigation of the effectiveness of didactical scenarios in authentic settings, where previous research has mostly been laboratory based. Using a showcase based on learning processes of 1080

Reinforcement Learning for Predictive Analytics in Smart Cities

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Kostas Kolomvatsos

2017-06-01

Full Text Available The digitization of our lives cause a shift in the data production as well as in the required data management. Numerous nodes are capable of producing huge volumes of data in our everyday activities. Sensors, personal smart devices as well as the Internet of Things (IoT paradigm lead to a vast infrastructure that covers all the aspects of activities in modern societies. In the most of the cases, the critical issue for public authorities (usually, local, like municipalities is the efficient management of data towards the support of novel services. The reason is that analytics provided on top of the collected data could help in the delivery of new applications that will facilitate citizens’ lives. However, the provision of analytics demands intelligent techniques for the underlying data management. The most known technique is the separation of huge volumes of data into a number of parts and their parallel management to limit the required time for the delivery of analytics. Afterwards, analytics requests in the form of queries could be realized and derive the necessary knowledge for supporting intelligent applications. In this paper, we define the concept of a Query Controller ( Q C that receives queries for analytics and assigns each of them to a processor placed in front of each data partition. We discuss an intelligent process for query assignments that adopts Machine Learning (ML. We adopt two learning schemes, i.e., Reinforcement Learning (RL and clustering. We report on the comparison of the two schemes and elaborate on their combination. Our aim is to provide an efficient framework to support the decision making of the QC that should swiftly select the appropriate processor for each query. We provide mathematical formulations for the discussed problem and present simulation results. Through a comprehensive experimental evaluation, we reveal the advantages of the proposed models and describe the outcomes results while comparing them with a

A Lecture Supporting System Based on Real-Time Learning Analytics

Science.gov (United States)

Shimada, Atsushi; Konomi, Shin'ichi

2017-01-01

A new lecture supporting system based on real-time learning analytics is proposed. Our target is on-site classrooms where teachers give their lectures, and a lot of students listen to teachers' explanation, conduct exercises etc. We utilize not only an e-Learning system, but also an e-Book system to collect real-time learning activities during the…

A Data Protection Framework for Learning Analytics

Science.gov (United States)

Cormack, Andrew

2016-01-01

Most studies on the use of digital student data adopt an ethical framework derived from human-subject research, based on the informed consent of the experimental subject. However, consent gives universities little guidance on using learning analytics as a routine part of educational provision: which purposes are legitimate and which analyses…

Cooperative Learning and Learning Achievement in Social Science Subjects for Sociable Students

Science.gov (United States)

Herpratiwi; Darsono; Sasmiati; Pujiyatli

2018-01-01

Purpose: The research objective was to compare students' learning achievement for sociable learning motivation students in social science (IPS) using cooperative learning. Research Methods: This research used a quasi-experimental method with a pre-test/post-test design involving 35 fifth-grade students. The learning process was conducted four…

The Analysis of Learning Styles and Their Relationship to Academic Achievement in Medical Students of Basic Sciences Program

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Reza Ghaffari

2013-10-01

Full Text Available Introduction: Learning style is an individual’s preferred method of encountering information in specific situations in order to acquire knowledge, skills and attitudes through study or experience. Students and Planers’ awareness of learning styles facilitate the teaching process, increases satisfaction and makes the future choices easier. This study aimed to examine different learning styles and their relation to academic achievement in medical students of basic sciences program at Tabriz University of Medical Sciences. Methods: In this descriptive – analytical study, the sample consisted of all medical students of basic sciences program at Tabriz University of Medical Sciences in 2011-2012. The data was collected through a questionnaire which included respondents’ demographic information and overall grade point average (GPA as well as Kolb standard questions on learning styles. Results: 4.3%, 47.8%, 44.9% and 2.9% of students preferred diverger, assimilator, converger and accommodator learning styles, respectively. Mean overall GPA of students who preferred diverger learning styles was 14.990.39±. Students who prefer assimilator, converger and accommodator learning styles had mean overall GPAs of 14.940.56±, 15.080.58± and 14.830.29± respectively. The findings showed no significant relationship between students’ learning academic achievement and their learning styles (p = 0.689. Conclusion: There was no significant relationship between Students’ academic achievement and their learning styles. Furthermore, the majorit of the students preferred accommodator and converger learning styles. Consequently, adopting interactive teaching methods, using tutorials, running simulation programs, launching laboratory activities and encouraging students to think and analyze problems and issues can be greatly effective in prolonging their learning lifecycle.

Development and Validation of a Learning Analytics Framework: Two Case Studies Using Support Vector Machines

Science.gov (United States)

Ifenthaler, Dirk; Widanapathirana, Chathuranga

2014-01-01

Interest in collecting and mining large sets of educational data on student background and performance to conduct research on learning and instruction has developed as an area generally referred to as learning analytics. Higher education leaders are recognizing the value of learning analytics for improving not only learning and teaching but also…

Supporting Adaptive Learning Pathways through the Use of Learning Analytics: Developments, Challenges and Future Opportunities

Science.gov (United States)

Mavroudi, Anna; Giannakos, Michail; Krogstie, John

2018-01-01

Learning Analytics (LA) and adaptive learning are inextricably linked since they both foster technology-supported learner-centred education. This study identifies developments focusing on their interplay and emphasises insufficiently investigated directions which display a higher innovation potential. Twenty-one peer-reviewed studies are…

Job-demand for Learning, Job-related Learning and Need for Achievement

OpenAIRE

Loon, Mark; Casimir, G.

2007-01-01

Individual learning is important, as it is both a precursor and an outcome of learning in organisations. Job-related learning is driven by external factors (e.g., the demands of the job) and internal factors (i.e., the personality of the individual). The study examined whether need for achievement moderates the relationship between job-demand for learning and job-related learning. Data were obtained from 153 full-time, white-collar employees from a range of industries. Hierarchical regression...

Special Issue: Learning Analytics in Higher Education

Science.gov (United States)

Lester, Jaime; Klein, Carrie; Rangwala, Huzefa; Johri, Aditya

2017-01-01

The purpose of this monograph is to give readers a practical and theoretical foundation in learning analytics in higher education, including an understanding of the challenges and incentives that are present in the institution, in the individual, and in the technologies themselves. Among questions that are explored and answered are: (1) What are…

Assessing Complex Learning Objectives through Analytics

Science.gov (United States)

Horodyskyj, L.; Mead, C.; Buxner, S.; Semken, S. C.; Anbar, A. D.

2016-12-01

A significant obstacle to improving the quality of education is the lack of easy-to-use assessments of higher-order thinking. Most existing assessments focus on recall and understanding questions, which demonstrate lower-order thinking. Traditionally, higher-order thinking is assessed with practical tests and written responses, which are time-consuming to analyze and are not easily scalable. Computer-based learning environments offer the possibility of assessing such learning outcomes based on analysis of students' actions within an adaptive learning environment. Our fully online introductory science course, Habitable Worlds, uses an intelligent tutoring system that collects and responds to a range of behavioral data, including actions within the keystone project. This central project is a summative, game-like experience in which students synthesize and apply what they have learned throughout the course to identify and characterize a habitable planet from among hundreds of stars. Student performance is graded based on completion and accuracy, but two additional properties can be utilized to gauge higher-order thinking: (1) how efficient a student is with the virtual currency within the project and (2) how many of the optional milestones a student reached. In the project, students can use the currency to check their work and "unlock" convenience features. High-achieving students spend close to the minimum amount required to reach these goals, indicating a high-level of concept mastery and efficient methodology. Average students spend more, indicating effort, but lower mastery. Low-achieving students were more likely to spend very little, which indicates low effort. Differences on these metrics were statistically significant between all three of these populations. We interpret this as evidence that high-achieving students develop and apply efficient problem-solving skills as compared to lower-achieving student who use more brute-force approaches.

Learning styles and academic achievement among undergraduate medical students in Thailand

Directory of Open Access Journals (Sweden)

Wichuda Jiraporncharoen

2015-07-01

Full Text Available Purpose: This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. Methods: A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student’s learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Results: Of the 1,248 eligible medical students, 1,014 (81.3% participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. Conclusion: The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.

Learning styles and academic achievement among undergraduate medical students in Thailand.

Science.gov (United States)

Jiraporncharoen, Wichuda; Angkurawaranon, Chaisiri; Chockjamsai, Manoch; Deesomchok, Athavudh; Euathrongchit, Juntima

2015-01-01

This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student's learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Of the 1,248 eligible medical students, 1,014 (81.3%) participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.

Review of Research on Student-Facing Learning Analytics Dashboards and Educational Recommender Systems

Science.gov (United States)

Bodily, Robert; Verbert, Katrien

2017-01-01

This article is a comprehensive literature review of student-facing learning analytics reporting systems that track learning analytics data and report it directly to students. This literature review builds on four previously conducted literature reviews in similar domains. Out of the 945 articles retrieved from databases and journals, 93 articles…

Learning motivation and student achievement : description analysis and relationships both

Directory of Open Access Journals (Sweden)

Ari Riswanto

2017-03-01

Full Text Available Education is very important for humans, through the education throughout the world will increasingly flourish. However, if faced with the activities within the learning process, not a few men (students who have less motivation in learning activities. This resulted in fewer maximal learning processes and in turn will affect student achievement. This study focuses to discuss matters relating to the motivation to learn and student achievement, with the aim of strengthening the importance of motivation in the learning process so that a clear relationship with student achievement. The method used is descriptive analysis and simple correlation to the 97 students taking the course introduction to Microeconomics and Indonesian. The conclusion from this research is the students have a good record if it has a well and motivated as well, and this study concludes their tie's difference between learning motivation and achievement of students on two different courses.

Collaborative Research between Malaysian and Australian Universities on Learning Analytics: Challenges and Strategies

OpenAIRE

Z. Tasir; S. N. Kew; D. West; Z. Abdullah; D. Toohey

2016-01-01

Research on Learning Analytics is progressively developing in the higher education field by concentrating on the process of students' learning. Therefore, a research project between Malaysian and Australian Universities was initiated in 2015 to look at the use of Learning Analytics to support the development of teaching practice. The focal point of this article is to discuss and share the experiences of Malaysian and Australian universities in the process of developing the collaborative resea...

Learning Analytics: Challenges and Future Research Directions

Directory of Open Access Journals (Sweden)

Vlatko Lukarov

2014-12-01

Full Text Available In recent years, learning analytics (LA has attracted a great deal of attention in technology-enhanced learning (TEL research as practitioners, institutions, and researchers are increasingly seeing the potential that LA has to shape the future TEL landscape. Generally, LA deals with the development of methods that harness educational data sets to support the learning process. This paper provides a foundation for future research in LA. It provides a systematic overview on this emerging field and its key concepts through a reference model for LA based on four dimensions, namely data, environments, context (what?, stakeholders (who?, objectives (why?, and methods (how?. It further identifies various challenges and research opportunities in the area of LA in relation to each dimension.

Using Weblog in Cooperative Learning to Improve the Achievement of History Learning

Science.gov (United States)

Leng, Lim Hooi; Leng, Chin Hai; Abedalaziz, Nabeel

2013-01-01

This research investigates the use of Weblog in Cooperative Learning to enhance students' learning of History. The main issues of this study were the lack of interest and low achievement scores in History learning. The objectives of this study are to explore the incorporation of Weblog in Cooperative Learning within the teaching and learning…

Learning Analytics Through Serious Games: Data Mining Algorithms for Performance Measurement and Improvement Purposes

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Abdelali Slimani

2018-01-01

Full Text Available learning analytics is an emerging discipline focused on the measurement, collection, analysis and reporting of learner interaction data through the E-learning contents. Serious game provides a potential source for relevant educational user data; it can propose an interactive environment for training and offer an effective learning process. This paper presents methods and approaches of educational data mining such as EM and K-Means to discuss the learning analytics through serious games, and then we provide an analysis of the player experience data collected from the educational game “ELISA” used to teach students of biology the immunological technique for determination of ANTI-HIV antibodies. Finally, we propose critically evaluation of our results including the limitations of our study and making suggestions for future research that links learning analytics and serious gaming.

Introduction into sparks of the learning analytics future

NARCIS (Netherlands)

Pechenizkiy, M.; Gasevic, D.

2015-01-01

This section offers a compilation of 16 extended abstracts summarizing research of the doctoral students who participated in the Second Learning Analytics Summer Institute (LASI 2014) held at Harvard University in July 2014. The abstracts highlight the motivation, main goals and expected

Gender, abilities, cognitive style and students' achievement in cooperative learning

Directory of Open Access Journals (Sweden)

Cirila Peklaj

2003-12-01

Full Text Available The purpose of the study was to investigate the effects of cooperative learning on achievement in mathematics and native language and to analyze students' achievement in cooperative learning according to their gender, abilities and cognitive style. Three hundred and seventy three (170 in the experimental and 203 in the control group fifth grade students from nine different primary schools participated in the study. In experimental group, cooperative learning was introduced in one quarter of the hours dedicated to mathematics and Slovene language during the school year. Control group received the traditional way of teaching in both courses. The results were analyzed with ANOVA. Positive effects of cooperative learning were found in both courses. Results in cooperative learning group were further analyzed according to students' gender, abilities and cognitive style. No significant interaction between students' achievement and their gender or abilities were found. Statistically significant interactions between students' cognitive style and achievement were found in both courses. Field-dependent students benefited most from cooperative learning.

Physics Learning using Inquiry-Student Team Achievement Division (ISTAD and Guided Inquiry Models Viewed by Students Achievement Motivation

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S. H. Sulistijo

2017-04-01

Full Text Available This study aims to determine the differences in learning outcomes of between students that are given the Physics learning models of Inquiry-Student Team Achievement Division (ISTAD and guided inquiry, between students who have high achievement motivation and low achievement motivation. This study was an experimental study with a 2x2x2 factorial design. The study population was the students of class X of SMAN 1 Toroh Grobogan of academic year 2016/2017. Samples were obtained by cluster random sampling technique consists of two classes, class X IPA 3 is used as an experimental class using ISTAD model and class X IPA 4 as the control class using guided inquiry model. Data collection techniques using test techniques for learning outcomes, and technical questionnaire to obtain the data of students' achievement motivation. Analysis of data using two-way ANOVA. The results showed that: (1 there is a difference between the learning outcomes of students with the ISTAD Physics models and with the physics model of guided inquiry. (2 There are differences in learning outcomes between students who have high achievement motivation and low achievement motivation. (3 There is no interaction between ISTAD and guided inquiry Physics models learning and achievement motivation of students.

Effect of school learning culture on achievement in physics ...

African Journals Online (AJOL)

Findings revealed that there is a significant relationship between school learning culture and achievement in student in Physics. The paper therefore recommended that stake holders in the education sector should encourage a congenial school learning culture capable of raising a high level achievement in the senior ...

Cooperative learning and academic achievement: why does groupwork work?

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Robert E. Slavin

2014-10-01

Full Text Available Cooperative learning refers to instructional methods in which students work in small groups to help each other learn. Four major theoretical perspectives on achievement effects of cooperative learning are reviewed: Motivational, social cohesion, developmental, and cognitive elaboration. Evidence from practical classroom research primarily supports the motivational perspective, which emphasizes the use of group goals and individual accountability for group success. However, there are conditions under which methods derived from all four theoretical perspectives contribute to achievement gain. This chapter reconciles these perspectives in a unified theory of cooperative learning effects.

Social Learning Analytics in Higher Education. An experience at the Primary Education stage

Directory of Open Access Journals (Sweden)

Jose Javier Díaz-Lázaro

2017-07-01

Full Text Available The concept of Learning Analytics, as we understand it today, is relatively new but the practice of evaluating user behavior is not innovative. For years, technological development, along with other educational aspects, have encouraged, developed and facilitated this practice as a way of providing a personalized quality experience to students. The main goal of this study, carried out in the Primary Education Degree of the University of Murcia, was to research, from the perspective of Social Learning Analytics, how students learn and collaborate in online environments, specifically through their use of social media. With the idea of improving and optimizing future teaching experiences, a pilot study was conducted using weblog, Twitter and Facebook to work with different topics on the subject. The method used in this research was a participant observation and the analysis performed was both quantitative, based mainly on the data gathered from the learning analytics, and qualitative (analyzing students’ content from comments. Results show that there was greater interaction on Facebook than weblogs, where students interacted to deal with aspects related to the learning process and the topic of the subject. This exchange of information grew during the development of the experience. In addition, learning analytics shows that there is a relationship between group members and their interaction and behavior in networks.

ANALYTiC: An Active Learning System for Trajectory Classification.

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Soares Junior, Amilcar; Renso, Chiara; Matwin, Stan

2017-01-01

The increasing availability and use of positioning devices has resulted in large volumes of trajectory data. However, semantic annotations for such data are typically added by domain experts, which is a time-consuming task. Machine-learning algorithms can help infer semantic annotations from trajectory data by learning from sets of labeled data. Specifically, active learning approaches can minimize the set of trajectories to be annotated while preserving good performance measures. The ANALYTiC web-based interactive tool visually guides users through this annotation process.

The effects of different learning environments on students' motivation for learning and their achievement.

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Baeten, Marlies; Dochy, Filip; Struyven, Katrien

2013-09-01

Research in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with benefits such as autonomous motivation and achievement. The purpose of the study is to investigate the effects of different learning environments on students' motivation for learning and achievement, while taking into account the perceived need support. First-year student teachers (N= 1,098) studying a child development course completed questionnaires assessing motivation and perceived need support. In addition, a prior knowledge test and case-based assessment were administered. A quasi-experimental pre-test/post-test design was set up consisting of four learning environments: (1) lectures, (2) case-based learning (CBL), (3) alternation of lectures and CBL, and (4) gradual implementation with lectures making way for CBL. Autonomous motivation and achievement were higher in the gradually implemented CBL environment, compared to the CBL environment. Concerning achievement, two additional effects were found; students in the lecture-based learning environment scored higher than students in the CBL environment, and students in the gradually implemented CBL environment scored higher than students in the alternated learning environment. Additionally, perceived need support was positively related to autonomous motivation, and negatively to controlled motivation. The study shows the importance of gradually introducing students to CBL, in terms of their autonomous motivation and achievement. Moreover, the study emphasizes the importance of perceived need support for students' motivation. © 2012 The British Psychological Society.

A Model for Predicting Learning Flow and Achievement in Corporate e-Learning

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Joo, Young Ju; Lim, Kyu Yon; Kim, Su Mi

2012-01-01

The primary objective of this study was to investigate the determinants of learning flow and achievement in corporate online training. Self-efficacy, intrinsic value, and test anxiety were selected as learners' motivational factors, while perceived usefulness and ease of use were also selected as learning environmental factors. Learning flow was…

The Skinny on Big Data in Education: Learning Analytics Simplified

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Reyes, Jacqueleen A.

2015-01-01

This paper examines the current state of learning analytics (LA), its stakeholders and the benefits and challenges these stakeholders face. LA is a field of research that involves the gathering, analyzing and reporting of data related to learners and their environments with the purpose of optimizing the learning experience. Stakeholders in LA are…

Vicarious learning revisited: a contemporary behavior analytic interpretation.

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Masia, C L; Chase, P N

1997-03-01

Beginning in the 1960s, social learning theorists argued that behavioral learning principles could not account for behavior acquired through observation. Such a viewpoint is still widely held today. This rejection of behavioral principles in explaining vicarious learning was based on three phenomena: (1) imitation that occurred without direct reinforcement of the observer's behavior; (2) imitation that occurred after a long delay following modeling; and (3) a greater probability of imitation of the model's reinforced behavior than of the model's nonreinforced or punished behavior. These observations convinced social learning theorists that cognitive variables were required to explain behavior. Such a viewpoint has progressed aggressively, as evidenced by the change in name from social learning theory to social cognitive theory, and has been accompanied by the inclusion of information-processing theory. Many criticisms of operant theory, however, have ignored the full range of behavioral concepts and principles that have been derived to account for complex behavior. This paper will discuss some problems with the social learning theory explanation of vicarious learning and provide an interpretation of vicarious learning from a contemporary behavior analytic viewpoint.

Grand Challenges Learning Analytics and Open Online Onderwijs

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Manderveld, Jocelyn; Berg, Alan; Schuwer, Robert; Drachsler, Hendrik

2018-01-01

Als onderdeel van het programma voor open en online onderwijs werkt SURF samen met de hogescholen en universiteiten aan kennisontwikkeling op allerlei thema’s. Deze uitgave is een eerste verkenning van de mogelijkheden om learning analytics in te zetten bij open en online onderwijs en de uitdagingen

A program wide framework for evaluating data driven teaching and learning - earth analytics approaches, results and lessons learned

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Wasser, L. A.; Gold, A. U.

2017-12-01

There is a deluge of earth systems data available to address cutting edge science problems yet specific skills are required to work with these data. The Earth analytics education program, a core component of Earth Lab at the University of Colorado - Boulder - is building a data intensive program that provides training in realms including 1) interdisciplinary communication and collaboration 2) earth science domain knowledge including geospatial science and remote sensing and 3) reproducible, open science workflows ("earth analytics"). The earth analytics program includes an undergraduate internship, undergraduate and graduate level courses and a professional certificate / degree program. All programs share the goals of preparing a STEM workforce for successful earth analytics driven careers. We are developing an program-wide evaluation framework that assesses the effectiveness of data intensive instruction combined with domain science learning to better understand and improve data-intensive teaching approaches using blends of online, in situ, asynchronous and synchronous learning. We are using targeted online search engine optimization (SEO) to increase visibility and in turn program reach. Finally our design targets longitudinal program impacts on participant career tracts over time.. Here we present results from evaluation of both an interdisciplinary undergrad / graduate level earth analytics course and and undergraduate internship. Early results suggest that a blended approach to learning and teaching that includes both synchronous in-person teaching and active classroom hands-on learning combined with asynchronous learning in the form of online materials lead to student success. Further we will present our model for longitudinal tracking of participant's career focus overtime to better understand long-term program impacts. We also demonstrate the impact of SEO optimization on online content reach and program visibility.

LEA in Private: A Privacy and Data Protection Framework for a Learning Analytics Toolbox

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Steiner, Christina M.; Kickmeier-Rust, Michael D.; Albert, Dietrich

2016-01-01

To find a balance between learning analytics research and individual privacy, learning analytics initiatives need to appropriately address ethical, privacy, and data protection issues. A range of general guidelines, model codes, and principles for handling ethical issues and for appropriate data and privacy protection are available, which may…

The Role of a Reference Synthetic Data Generator within the Field of Learning Analytics

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Berg, Alan\tM.; Mol, Stefan T.; Kismihók, Gábor; Sclater, Niall

2016-01-01

This paper details the anticipated impact of synthetic "big" data on learning analytics (LA) infrastructures, with a particular focus on data governance, the acceleration of service development, and the benchmarking of predictive models. By reviewing two cases, one at the sector-wide level (the Jisc learning analytics architecture) and…

Analytics4Action Evaluation Framework: A Review of Evidence-Based Learning Analytics Interventions at the Open University UK

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Rienties, Bart; Boroowa, Avinash; Cross, Simon; Kubiak, Chris; Mayles, Kevin; Murphy, Sam

2016-01-01

There is an urgent need to develop an evidence-based framework for learning analytics whereby stakeholders can manage, evaluate, and make decisions about which types of interventions work well and under which conditions. In this article, we will work towards developing a foundation of an Analytics4Action Evaluation Framework (A4AEF) that is…

Architecture Studio Learning: Strategy to Achieve Architects Competence

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Saifudin Mutaqi Ahmad

2018-01-01

Full Text Available In most Schools of Architecture, Architecture Studio is at the core of the architectural learning process. In the process, students are trained to have the skills of architectonic spaces design based on the study of the site, its function, and its aesthetics. Students are also trained to have awareness and understanding about the impact of their design on the surrounding environment, both physically and socially. Also, students are trained to present their designs in various forms such as visual graphics, verbal narratives, and three dimensional model animations. Indonesian Association of School of Architecture (APTARI Asosiasi Perguruan Tinggi Arsitektur Indonesia and Indonesian Institute of Architects (IAI - Ikatan Arsitek Indonesia has formulated an education Standards, Curriculum, and Achievements of Architect Professional Program to be referred by Ministry of Research, Technology, and Higher Education (KEMENRISTEKDIKTI – Kementerian Riset, Teknologi, danPerguruanTinggi as the guidance for the implementation of Architect Professional Program (PPA - Pendidikan Profesi Arsitek in Indonesia. One of the eight recommendations is the PPA Content Standard which contains the learning for the achievement of IAI Architect Competencies through the recommended study materials. However, the recommended study materials did not indicate the activity of the Architecture Studio learning model (Final Report of APTARI Part II and IAI. Will architect’s competence be achieved if the learning process withoutarchitectural studio learning model? The formulation of the curriculum that is developed independently by the IAI recommends the learning of Architectural Studio as Professional Studio. The size of the SKS is large enough to enable someone who follows the lesson to intensively gain experience in designing the building as a real architectural work. This Architecture Studio learning model is interpreted by PPAr organizer universities with various forms

Predicting Physics Achievement: Attitude towards Physics, Self-Efficacy of Learning Physics, and Mathematics Achievement

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Kapucu, Serkan

2017-01-01

This study aims to explore the relationships among Turkish high school students' attitude towards physics, self-efficacy of learning physics, mathematics achievement, and physics achievement. To investigate the relationships, a unique questionnaire that identifies the attitude, self-efficacy and achievements were delivered to a total of 301 high…

FORMATIVE ASSESSMENT MODEL OF LEARNING SUCCESS ACHIEVEMENTS

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Mikhailova Elena Konstantinovna

2013-05-01

Full Text Available The paper is devoted to the problem of assessment of the school students’ learning success achievements. The problem is investigated from the viewpoint of assessing the students’ learning outcomes that is aimed to ensure the teachers and students with the means and conditions to improve the educational process and results.

Job-demand for learning and job-related learning: the moderating effect of need for achievement

OpenAIRE

Loon, M; Casimir, G

2008-01-01

Purpose: The purpose of the research is to examine whether need for achievement moderates the relationship between job-demand for learning and job-related learning. Design/methodology/approach: Data were obtained from 153 participants full-time. The scales for job-demand for learning and job-related learning were developed for this research, whilst the scale for need for achievement was obtained from an external source. Hierarchical regression analysis was used in testing the hypothesized mod...

D4.1 Learning analytics: theoretical background, methodology and expected results

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Tammets, Kairit; Laanpere, Mart; Eradze, Maka; Brouns, Francis; Padrón-Nápoles, Carmen; De Rosa, Rosanna; Ferrari, Chiara

2014-01-01

The purpose of the EMMA project is to showcase excellence in innovative teaching methodologies and learning approaches through the large-scale piloting of MOOCs on different subjects. The main objectives related with the implementation of learning analytics in EMMa project are to: ● develop the

Introduction into Sparks of the Learning Analytics Future

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Pechenizkiy, Mykola; Gaševic, Dragan

2014-01-01

This section offers a compilation of 16 extended abstracts summarizing research of the doctoral students who participated in the Second Learning Analytics Summer Institute (LASI 2014) held at Harvard University in July 2014. The abstracts highlight the motivation, main goals and expected contributions to the field from the ongoing learning…

Making Sense of Game-Based User Data: Learning Analytics in Applied Games

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Steiner, Christina M.; Kickmeier-Rus, Michael D.; Albert, Dietrich

2015-01-01

Digital learning games are useful educational tools with high motivational potential. With the application of games for instruction there comes the need of acknowledging learning game experiences also in the context of educational assessment. Learning analytics provides new opportunities for supporting assessment in and of educational games. We…

Aberrant Learning Achievement Detection Based on Person-Fit Statistics in Personalized e-Learning Systems

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Liu, Ming-Tsung; Yu, Pao-Ta

2011-01-01

A personalized e-learning service provides learning content to fit learners' individual differences. Learning achievements are influenced by cognitive as well as non-cognitive factors such as mood, motivation, interest, and personal styles. This paper proposes the Learning Caution Indexes (LCI) to detect aberrant learning patterns. The philosophy…

3D Game-Based Learning System for Improving Learning Achievement in Software Engineering Curriculum

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Su,Chung-Ho; Cheng, Ching-Hsue

2013-01-01

The advancement of game-based learning has encouraged many related studies, such that students could better learn curriculum by 3-dimension virtual reality. To enhance software engineering learning, this paper develops a 3D game-based learning system to assist teaching and assess the students' motivation, satisfaction and learning achievement. A…

Longitudinal models of reading achievement of students with learning disabilities and without disabilities.

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Sullivan, Amanda L; Kohli, Nidhi; Farnsworth, Elyse M; Sadeh, Shanna; Jones, Leila

2017-09-01

Accurate estimation of developmental trajectories can inform instruction and intervention. We compared the fit of linear, quadratic, and piecewise mixed-effects models of reading development among students with learning disabilities relative to their typically developing peers. We drew an analytic sample of 1,990 students from the nationally representative Early Childhood Longitudinal Study-Kindergarten Cohort of 1998, using reading achievement scores from kindergarten through eighth grade to estimate three models of students' reading growth. The piecewise mixed-effects models provided the best functional form of the students' reading trajectories as indicated by model fit indices. Results showed slightly different trajectories between students with learning disabilities and without disabilities, with varying but divergent rates of growth throughout elementary grades, as well as an increasing gap over time. These results highlight the need for additional research on appropriate methods for modeling reading trajectories and the implications for students' response to instruction. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Self-regulated learning and science achievement in a community college

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Maslin, (Louisa) Lin-Yi L.

Self-regulated learning involves students' use of strategies and skills to adapt and adjust towards achievement in school. This research investigates the extent to which self-regulated learning is employed by community college students, and also the correlates of self-regulated learning: Is it used more by students in advanced science classes or in some disciplines? Is there a difference in the use of it by students who complete a science course and those who do not? How does it relate to GPA and basic skills assessments and science achievement? Does it predict science achievement along with GPA and assessment scores? Community college students (N = 547) taking a science course responded to the Motivated Strategies for Learning Questionnaire (MSLQ). The scales measured three groups of variables: (1) cognitive strategies (rehearsal, elaboration, organization, and critical thinking); (2) metacognitive self-regulation strategies (planning, monitoring, and self-regulation); and (3) resource management strategies (time and study environment, effort regulation, peer learning, and help-seeking). Students' course scores, college GPA, and basic skills assessment scores were obtained from faculty and college records. Students who completed a science course were found to have higher measures on cumulative college GPAs and assessment scores, but not on self-regulated learning. Self-regulated learning was found not to be used differently between students in the advanced and beginning science groups, or between students in different disciplines. The exceptions were that the advanced group scored higher in critical thinking but lower in effort regulation than the beginning group. Course achievement was found to be mostly unrelated to self-regulated learning, except for several significant but very weak and negative relationships in elaboration, self-regulation, help-seeking, and effort regulation. Cumulative GPA emerged as the only significant predictor of science achievement

Achievement of learning outcome after implemented physical modules based on problem based learning

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Isna, R.; Masykuri, M.; Sukarmin

2018-03-01

Implementation of Problem BasedLearning (PBL) modules can grow the students' thinking skills to solve the problems in daily life and equip the students into higher education levels. The purpose of this research is to know the achievement of learning outcome after implementation physics module based on PBL in Newton,s Law of Gravity. This research method use the experimental method with posttest only group design. To know the achievement of student learning outcomes was analyzed using t test through application of SPSS 18. Based on research result, it is found that the average of student learning outcomes after appliying physics module based on PBL has reached the minimal exhaustiveness criteria. In addition, students' scientific attitudes also improved at each meeting. Presentation activities which contained at learning sync are also able to practice speaking skills and broaden their knowledge. Looking at some shortcomings during the study, it is suggested the issues raised into learning should be a problem close to the life of students so that, the students are more active and enthusiastic in following the learning of physics.

Making Sense of Video Analytics: Lessons Learned from Clickstream Interactions, Attitudes, and Learning Outcome in a Video-Assisted Course

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Michail N. Giannakos

2015-02-01

Full Text Available Online video lectures have been considered an instructional media for various pedagogic approaches, such as the flipped classroom and open online courses. In comparison to other instructional media, online video affords the opportunity for recording student clickstream patterns within a video lecture. Video analytics within lecture videos may provide insights into student learning performance and inform the improvement of video-assisted teaching tactics. Nevertheless, video analytics are not accessible to learning stakeholders, such as researchers and educators, mainly because online video platforms do not broadly share the interactions of the users with their systems. For this purpose, we have designed an open-access video analytics system for use in a video-assisted course. In this paper, we present a longitudinal study, which provides valuable insights through the lens of the collected video analytics. In particular, we found that there is a relationship between video navigation (repeated views and the level of cognition/thinking required for a specific video segment. Our results indicated that learning performance progress was slightly improved and stabilized after the third week of the video-assisted course. We also found that attitudes regarding easiness, usability, usefulness, and acceptance of this type of course remained at the same levels throughout the course. Finally, we triangulate analytics from diverse sources, discuss them, and provide the lessons learned for further development and refinement of video-assisted courses and practices.

Learning analytics as a tool for closing the assessment loop in higher education

OpenAIRE

Karen D. Mattingly; Margaret C. Rice; Zane L. Berge

2012-01-01

This paper examines learning and academic analytics and its relevance to distance education in undergraduate and graduate programs as it impacts students and teaching faculty, and also academic institutions. The focus is to explore the measurement, collection, analysis, and reporting of data as predictors of student success and drivers of departmental process and program curriculum. Learning and academic analytics in higher education is used to predict student success by examining how and wha...

Learning outcomes between Socioscientific Issues-Based Learning and Conventional Learning Activities

OpenAIRE

Piyaluk Wongsri; Prasart Nuangchalerm

2010-01-01

Problem statement: Socioscientific issues-based learning activity is essential for scientific reasoning skills and it could be used for analyzing problems be applied to each situation for more successful and suitable. The purposes of this research aimed to compare learning achievement, analytical thinking and moral reasoning of seventh grade students who were organized between socioscientific issues-based learning and conventional learning activities. Approach: The samples used in research we...

Promoting Creative Thinking Ability Using Contextual Learning Model in Technical Drawing Achievement

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Mursid, R.

2018-02-01

The purpose of this study is to determine whether there is influence; the differences in the results between students that learn drawing techniques taught by the Contextual Innovative Model (CIM) and taught by Direct Instructional Model (DIM), the differences in achievement among students of technical drawing that have High Creative Thinking Ability (HCTA) with Low Creative Thinking Ability (LCTA), and the interaction between the learning model with the ability to think creatively to the achievement technical drawing. Quasi-experimental research method. Results of research appoint that: the achievement of students that learned technical drawing by using CIM is higher than the students that learned technical drawing by using DIM, the achievement of students of technical drawings HCTA is higher than the achievement of students who have technical drawing LCTA, and there are interactions between the use of learning models and creative thinking abilities in influencing student achievement technical drawing.

Do the Critical Success Factors from Learning Analytics Predict Student Outcomes?

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Strang, Kenneth David

2016-01-01

This article starts with a detailed literature review of recent studies that focused on using learning analytics software or learning management system data to determine the nature of any relationships between online student activity and their academic outcomes within university-level business courses. The article then describes how data was…

Brain based learning with contextual approach to mathematics achievement

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V Kartikaningtyas

2017-12-01

Full Text Available The aim of this study was to know the effect of Brain Based Learning (BBL with a contextual approach to mathematics achievement. BBL-contextual is the learning model that designed to develop and optimize the brain ability for getting a new concept and solving the real life problem. This study method was a quasi-experiment. The population was the junior high school students. The sample chosen by using stratified cluster random sampling. The sample was 109 students. The data collected through a mathematics achievement test that was given after the treatment. The data analyzed by using one way ANOVA. The results of the study showed that BBL-contextual is better than direct learning on mathematics achievement. It means BBL-contextual could be an effective and innovative model.

Learning Analytics: From Big Data to Meaningful Data

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Merceron, Agathe; Blikstein, Paulo; Siemens, George

2015-01-01

This article introduces the special issue from the 2015 Learning Analytics and Knowledge conference. We describe the current state of the field and identify some of the trends in recent research. As the field continues to expand, there seem to be at least three directions of vigorous growth: (1) the inclusion of multimodal data (gesture,…

Privacy and Analytics – it’s a DELICATE issue. A Checklist to establish trusted Learning Analytics

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Drachsler, Hendrik; Greller, Wolfgang

2016-01-01

The widespread adoption of Learning Analytics (LA) and Educational Data Mining (EDM) has somewhat stagnated recently, and in some prominent cases even been reversed following concerns by governments, stakeholders and civil rights groups. In this ongoing discussion, fears and realities are often

Identification of "At Risk" Students Using Learning Analytics: The Ethical Dilemmas of Intervention Strategies in a Higher Education Institution

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Lawson, Celeste; Beer, Colin; Rossi, Dolene; Moore, Teresa; Fleming, Julie

2016-01-01

Learning analytics is an emerging field in which sophisticated analytic tools are used to inform and improve learning and teaching. Researchers within a regional university in Australia identified an association between interaction and student success in online courses and subsequently developed a learning analytics system aimed at informing…

Modeling the Relations among Students' Epistemological Beliefs, Motivation, Learning Approach, and Achievement

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Kizilgunes, Berna; Tekkaya, Ceren; Sungur, Semra

2009-01-01

The authors proposed a model to explain how epistemological beliefs, achievement motivation, and learning approach related to achievement. The authors assumed that epistemological beliefs influence achievement indirectly through their effect on achievement motivation and learning approach. Participants were 1,041 6th-grade students. Results of the…

The correlation between achievement goals, learning strategies, and motivation in medical students.

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Kim, Sun; Hur, Yera; Park, Joo Hyun

2014-03-01

The purpose of this study is to investigate the pursuit of achievement goals in medical students and to assess the relationship between achievement goals, learning strategy, and motivation. Two hundred seventy freshman and sophomore premedical students and sophomore medical school students participated in this study, which used the Achievement Goals Scale and the Self-Regulated Learning Strategy Questionnaire. The achievement goals of medical students were oriented toward moderate performance approach levels, slightly high performance avoidance levels, and high mastery goals. About 40% of the students were high or low in all three achievement goals. The most successful adaptive learners in the areas of learning strategies, motivation, and school achievement were students from group 6, who scored high in both performance approach and mastery goals but low in performance avoidance goals. And goal achievement are related to the academic self-efficacy, learning strategies, and motivation in medical students. In the context of academic achievement, mastery goals and performance approach goals are adaptive goals.

The Relationship between Learning Style and Academic Achievement.

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Farrell-Moskwa, Claire

A study investigated the correlation between students' learning styles and their academic achievement on report cards and standardized tests. Subjects were 58 fifth-grade students in a suburban middle school. The "Learning Style Inventory" by Brown and Cooper was administered to this population, and students' academic averages and…

Affordances and Limitations of Learning Analytics for Computer-Assisted Language Learning: A Case Study of the VITAL Project

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Gelan, Anouk; Fastré, Greet; Verjans, Martine; Martin, Niels; Janssenswillen, Gert; Creemers, Mathijs; Lieben, Jonas; Depaire, Benoît; Thomas, Michael

2018-01-01

Learning analytics (LA) has emerged as a field that offers promising new ways to prevent drop-out and aid retention. However, other research suggests that large datasets of learner activity can be used to understand online learning behaviour and improve pedagogy. While the use of LA in language learning has received little attention to date,…

A literature review of empirical research on learning analytics in medical education.

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Saqr, Mohammed

2018-01-01

The number of publications in the field of medical education is still markedly low, despite recognition of the value of the discipline in the medical education literature, and exponential growth of publications in other fields. This necessitates raising awareness of the research methods and potential benefits of learning analytics (LA). The aim of this paper was to offer a methodological systemic review of empirical LA research in the field of medical education and a general overview of the common methods used in the field in general. Search was done in Medline database using the term "LA." Inclusion criteria included empirical original research articles investigating LA using qualitative, quantitative, or mixed methodologies. Articles were also required to be written in English, published in a scholarly peer-reviewed journal and have a dedicated section for methods and results. A Medline search resulted in only six articles fulfilling the inclusion criteria for this review. Most of the studies collected data about learners from learning management systems or online learning resources. Analysis used mostly quantitative methods including descriptive statistics, correlation tests, and regression models in two studies. Patterns of online behavior and usage of the digital resources as well as predicting achievement was the outcome most studies investigated. Research about LA in the field of medical education is still in infancy, with more questions than answers. The early studies are encouraging and showed that patterns of online learning can be easily revealed as well as predicting students' performance.

Higher Education Teachers' Experiences with Learning Analytics in Relation to Student Retention

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West, Deborah; Huijser, Henk; Heath, David; Lizzio, Alf; Toohey, Danny; Miles, Carol; Searle, Bill; Bronnimann, Jurg

2016-01-01

This paper presents findings from a study of Australian and New Zealand academics (n = 276) that teach tertiary education students. The study aimed to explore participants' early experiences of learning analytics in a higher education milieu in which data analytics is gaining increasing prominence. Broadly speaking participants were asked about:…

Islamic Senior High School Students’ Language Learning Strategies and their English Achievement

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ISTI QOMARIAH

2018-05-01

Full Text Available This study investigated the correlation between language learning strategies and English achievement, and explored the influence of language learning strategies on English achievement of eleventh grade students’ of MAN 3 Palembang. A total of 141 eleventh grade students participated in this study. The questionnaire and test were used to collect the data. For this purpose, the language learning strategies (SILL questionnaire developed by Oxford (1989 measured language learning strategies and TOEFL junior (2015 was used to know students’ English achievement. There were three levels from high to low based on the results of SILL questionnaire and five categories English achievement test. Descriptive stastistic, pearson product moment correlation and regression anlaysis were employed to analyze the data. Based on the data analysis, it was found that r (.665 > rtable (.165 with significant level which was lower than 0.05. Thus, it indicated that there was significant correlation between language learning strategies and English achievement. It was implied that good language learners caused good in English achievement.

Can Learning Motivation Predict Learning Achievement? A Case Study of a Mobile Game-Based English Learning Approach

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Tsai, Chia-Hui; Cheng, Ching-Hsue; Yeh, Duen-Yian; Lin, Shih-Yun

2017-01-01

This study applied a quasi-experimental design to investigate the influence and predictive power of learner motivation for achievement, employing a mobile game-based English learning approach. A system called the Happy English Learning System, integrating learning material into a game-based context, was constructed and installed on mobile devices…

Learning Environment Facilitating Educational Achievements of Teenagers

OpenAIRE

Šūmane, Ilze

2012-01-01

ABSTRACT. The doctoral thesis of Ilze Šūmane in pedagogy science, school pedagogy sub-discipline ”Learning environment facilitating educational achievements of teenagers” was worked out in the Department of Pedagogy, Faculty of Pedagogy, Psychology and Arts, University of Latvia, under the supervision of Dr.paed., professor Rudīte Andersone from2001 till 2011. The topicality of the research determined by the necessity to improve quality learning and education. During an effective study ...

Intelligent and Adaptive Educational-Learning Systems Achievements and Trends

CERN Document Server

2013-01-01

The Smart Innovation, Systems and Technologies book series encompasses the topics of knowledge, intelligence, innovation and sustainability. The aim of the series is to make available a platform for the publication of books on all aspects of single and multi-disciplinary research on these themes in order to make the latest results available in a readily-accessible form.  This book is devoted to the “Intelligent and Adaptive Educational-Learning Systems”. It privileges works that highlight key achievements and outline trends to inspire future research.  After a rigorous revision process twenty manuscripts were accepted and organized into four parts as follows: ·     Modeling: The first part embraces five chapters oriented to: 1) shape the affective behavior; 2) depict the adaptive learning curriculum; 3) predict learning achievements; 4) mine learner models to outcome optimized and adaptive e-learning objects; 5) classify learning preferences of learners. ·     Content: The second part encompas...

Effects of Traditional, Blended and E-Learning on Students' Achievement in Higher Education

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Al-Qahtani, Awadh A. Y.; Higgins, S. E.

2013-01-01

The study investigates the effect of e-learning, blended learning and classroom learning on students' achievement. Two experimental groups together with a control group from Umm Al-Qura University in Saudi Arabia were identified randomly. To assess students' achievement in the different groups, pre- and post-achievement tests were used. The…

Study strategies and beliefs about learning as a function of academic achievement and achievement goals.

Science.gov (United States)

Geller, Jason; Toftness, Alexander R; Armstrong, Patrick I; Carpenter, Shana K; Manz, Carly L; Coffman, Clark R; Lamm, Monica H

2018-05-01

Prior research by Hartwig and Dunlosky [(2012). Study strategies of college students: Are self-testing and scheduling related to achievement? Psychonomic Bulletin & Review, 19(1), 126-134] has demonstrated that beliefs about learning and study strategies endorsed by students are related to academic achievement: higher performing students tend to choose more effective study strategies and are more aware of the benefits of self-testing. We examined whether students' achievement goals, independent of academic achievement, predicted beliefs about learning and endorsement of study strategies. We administered Hartwig and Dunlosky's survey, along with the Achievement Goals Questionnaire [Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality & Social Psychology, 80, 501-519] to a large undergraduate biology course. Similar to results by Hartwig and Dunlosky, we found that high-performing students (relative to low-performing students) were more likely to endorse self-testing, less likely to cram, and more likely to plan a study schedule ahead of time. Independent of achievement, however, achievement goals were stronger predictors of certain study behaviours. In particular, avoidance goals (e.g., fear of failure) coincided with increased use of cramming and the tendency to be driven by impending deadlines. Results suggest that individual differences in student achievement, as well as the underlying reasons for achievement, are important predictors of students' approaches to studying.

Using Learning Analytics to Predict (and Improve) Student Success: A Faculty Perspective

Science.gov (United States)

Dietz-Uhler, Beth; Hurn, Janet E.

2013-01-01

Learning analytics is receiving increased attention, in part because it offers to assist educational institutions in increasing student retention, improving student success, and easing the burden of accountability. Although these large-scale issues are worthy of consideration, faculty might also be interested in how they can use learning analytics…

A study: Effect of Students Peer Assisted Learning on Magnetic Field Achievement

International Nuclear Information System (INIS)

Mueanploy, Wannapa

2016-01-01

This study is the case study of Physic II Course for students of Pathumwan Institute of Technology. The purpose of this study is: 1) to develop cooperative learning method of peer assisted learning (PAL), 2) to compare the learning achievement before and after studied magnetic field lesson by cooperative learning method of peer assisted learning. The population was engineering students of Pathumwan Institute of Technology (PIT’s students) who registered Physic II Course during year 2014. The sample used in this study was selected from the 72 students who passed in Physic I Course. The control groups learning magnetic fields by Traditional Method (TM) and experimental groups learning magnetic field by method of peers assisted learning. The students do pretest before the lesson and do post-test after the lesson by 20 items achievement tests of magnetic field. The post-test higher than pretest achievement significantly at 0.01 level. (paper)

Developing an Evaluation Framework of Quality Indicators for Learning Analytics

NARCIS (Netherlands)

Scheffel, Maren; Drachsler, Hendrik; Specht, Marcus

2017-01-01

This paper presents results from the continuous process of developing an evaluation framework of quality indicators for learning analytics (LA). Building on a previous study, a group concept mapping approach that uses multidimensional scaling and hierarchical clustering, the study presented here

Effects of Innovative Science and Mathematics Teaching on Student Attitudes and Achievement: A Meta-Analytic Study

NARCIS (Netherlands)

Savelsbergh, E.R.; Prins, G.T.; Rietbergen, C.; Fechner, S.; Vaessen, B.E.; Draijer, J.M.; Bakker, A.

2016-01-01

Many teaching approaches have been tried to improve student attitudes and achievement in science and mathematics education. Achievement effects have been synthesized, but a systematic overview of attitude effects is missing. This study provides a meta analytic review based on 56 publications

Advanced, Analytic, Automated (AAA) Measurement of Engagement during Learning

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D'Mello, Sidney; Dieterle, Ed; Duckworth, Angela

2017-01-01

It is generally acknowledged that engagement plays a critical role in learning. Unfortunately, the study of engagement has been stymied by a lack of valid and efficient measures. We introduce the advanced, analytic, and automated (AAA) approach to measure engagement at fine-grained temporal resolutions. The AAA measurement approach is grounded in…

A Complete Validated Learning Analytics Framework: Designing Issues from Data Preparation Perspective

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Tlili, Ahmed; Essalmi, Fathi; Jemni, Mohamed; Kinshuk; Chen, Nian-Shing

2018-01-01

With the rapid growth of online education in recent years, Learning Analytics (LA) has gained increasing attention from researchers and educational institutions as an area which can improve the overall effectiveness of learning experiences. However, the lack of guidelines on what should be taken into consideration during application of LA hinders…

Student motivation and achievement in learning English as a second language using Second Life

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Tosti H. C. Chiang

2014-03-01

Full Text Available This study investigates the impact of a 3D virtual learning environment based on Second Life on student motivation and achievement in learning English as a second language. Twenty-one university students participate in this study, with the support of an English instructor. The Motivated Strategies for Learning Questionnaire (MSLQ was used to evaluate students’ intrinsic and extrinsic goal orientation and self-efficacy in Second Life. The pre-test and post-test were used to assess students’ learning achievement. The results showed that students’ intrinsic and extrinsic goal orientations in English learning in Second Life had a positive influence on their self-efficacy. In addition, students’ self-efficacy of English learning in Second Life was found to positively relate to their learning achievement. Moreover, students’ intrinsic and extrinsic goal orientations were found to significantly influence their learning achievement via self-efficacy. In other words, instructors can utilize Second Life to enhance student motivation and achievement in English learning.

Understanding the Role of Achievements in Game-Based Learning

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Lucas Blair

2016-12-01

Full Text Available The objective of the current research was to examine whether one potentially effective gaming strategy—achievements—has a positive impact on learning in a game-based environment. An achievement in a video game is a reward or recognition earned by players for an in-game accomplishment. This paper describes a series of studies to evaluate the effects of achievement types on learning in a game designed to teach about health resources. The Game “Phone Dash” was used as the testbed for the following studies. The following questionnaires were utilized in this study: Video Game Self-Efficacy Scale (VGSES questionnaire, Relevance and Usefulness questionnaire, Game Engagement Questionnaire (GEQ, and the Intrinsic Motivation Inventory (IMI. Four studies were conducted. Results indicated that while in unison, the achievements were not as potent in motivating performance, certainly when combined they produced measurable changes in behavior. The four studies described in this paper provide important information regarding the optimal design of achievements in game-based health education. Developers of future game-based learning can use this information to enhance the potential effectiveness of their products. 

The effects of a learning analytics empowered technology on students' arithmetic skill development

NARCIS (Netherlands)

Molenaar, I.; Knoop-van Campen, C.A.N.; Hasselman, F.W.

2017-01-01

Learning analytics empowered educational technologies (LA-ET) in primary classrooms allow for blended learning scenarios with teacher-lead instructions, class-paced and individually-paced practice. This quasi-experimental study investigates the effects of a LA-ET on the development of students'

Promoting Learning Achievement, Problem Solving, and Learning Curiosity of High School Students: Empirical Thai Study of Self-directed Learning in Physics Course

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Wittaya Worapun

2017-11-01

Full Text Available Three phases of this research were employed to study learning achievement, problem solving, and learning curiosity among 43 students in the 11th grade through self-directed learning in a Physics course. Research instruments included: a learning achievement test, a test of curiosity, observations using anecdotal evidence of curiosity, and a test of problem solving ability. The findings show that six components of self-directed learning were evident, i.e. principles and basic concepts, syntax, social system, principle of reaction, and support system. It was found that five main procedures of self-directed learning were applicable in a management model: diagnosis, strategies, growth in habit, taking action, and summarizing and assessing. Students gained in their learning achievement ; furthermore, their posttest scores in problem solving were greater than their pretest scores at .05 level of statistical significance.

Development of collaborative-creative learning model using virtual laboratory media for instrumental analytical chemistry lectures

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Zurweni, Wibawa, Basuki; Erwin, Tuti Nurian

2017-08-01

The framework for teaching and learning in the 21st century was prepared with 4Cs criteria. Learning providing opportunity for the development of students' optimal creative skills is by implementing collaborative learning. Learners are challenged to be able to compete, work independently to bring either individual or group excellence and master the learning material. Virtual laboratory is used for the media of Instrumental Analytical Chemistry (Vis, UV-Vis-AAS etc) lectures through simulations computer application and used as a substitution for the laboratory if the equipment and instruments are not available. This research aims to design and develop collaborative-creative learning model using virtual laboratory media for Instrumental Analytical Chemistry lectures, to know the effectiveness of this design model adapting the Dick & Carey's model and Hannafin & Peck's model. The development steps of this model are: needs analyze, design collaborative-creative learning, virtual laboratory media using macromedia flash, formative evaluation and test of learning model effectiveness. While, the development stages of collaborative-creative learning model are: apperception, exploration, collaboration, creation, evaluation, feedback. Development of collaborative-creative learning model using virtual laboratory media can be used to improve the quality learning in the classroom, overcome the limitation of lab instruments for the real instrumental analysis. Formative test results show that the Collaborative-Creative Learning Model developed meets the requirements. The effectiveness test of students' pretest and posttest proves significant at 95% confidence level, t-test higher than t-table. It can be concluded that this learning model is effective to use for Instrumental Analytical Chemistry lectures.

Beyond Engagement Analytics: Which Online Mixed-Data Factors Predict Student Learning Outcomes?

Science.gov (United States)

Strang, Kenneth David

2017-01-01

This mixed-method study focuses on online learning analytics, a research area of importance. Several important student attributes and their online activities are examined to identify what seems to work best to predict higher grades. The purpose is to explore the relationships between student grade and key learning engagement factors using a large…

EFL Teachers' Perception of University Students' Motivation and ESP Learning Achievement

Science.gov (United States)

Dja'far, Veri Hardinansyah; Cahyono, Bambang Yudi; Bashtomi, Yazid

2016-01-01

This research aimed at examining Indonesian EFL Teachers' perception of students' motivation and English for Specific Purposes (ESP) learning achievement. It also explored the strategies applied by teachers based on their perception of students' motivation and ESP learning achievement. This research involved 204 students who took English for…

Learning Analytics to Support Teachers During Synchronous CSCL: Balancing Between Overview and Overload

NARCIS (Netherlands)

van Leeuwen, A.

2015-01-01

Learning analytics (LA) are summaries, visualizations, and analyses of student data that could improve learning in multiple ways, for example by supporting teachers. However, not much research is available yet concerning how LA may support teachers to diagnose student progress and to intervene

Learners' and Teachers' Perceptions of Learning Analytics (LA): A Case Study of Southampton Solent University (SSU)

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Khan, Osama

2017-01-01

This paper depicts a perceptual picture of learning analytics based on the understanding of learners and teachers at the SSU as a case study. The existing literature covers technical challenges of learning analytics (LA) and how it creates better social construct for enhanced learning support, however, there has not been adequate research on…

Learning strategies and general cognitive ability as predictors of gender- specific academic achievement.

Science.gov (United States)

Ruffing, Stephanie; Wach, F-Sophie; Spinath, Frank M; Brünken, Roland; Karbach, Julia

2015-01-01

Recent research has revealed that learning behavior is associated with academic achievement at the college level, but the impact of specific learning strategies on academic success as well as gender differences therein are still not clear. Therefore, the aim of this study was to investigate gender differences in the incremental contribution of learning strategies over general cognitive ability in the prediction of academic achievement. The relationship between these variables was examined by correlation analyses. A set of t-tests was used to test for gender differences in learning strategies, whereas structural equation modeling as well as multi-group analyses were applied to investigate the incremental contribution of learning strategies for male and female students' academic performance. The sample consisted of 461 students (mean age = 21.2 years, SD = 3.2). Correlation analyses revealed that general cognitive ability as well as the learning strategies effort, attention, and learning environment were positively correlated with academic achievement. Gender differences were found in the reported application of many learning strategies. Importantly, the prediction of achievement in structural equation modeling revealed that only effort explained incremental variance (10%) over general cognitive ability. Results of multi-group analyses showed no gender differences in this prediction model. This finding provides further knowledge regarding gender differences in learning research and the specific role of learning strategies for academic achievement. The incremental assessment of learning strategy use as well as gender-differences in their predictive value contributes to the understanding and improvement of successful academic development.

The Use of a Mobile Learning Management System at an Online University and Its Effect on Learning Satisfaction and Achievement

Directory of Open Access Journals (Sweden)

Won Sug Shin

2015-06-01

Full Text Available This study investigates online students’ acceptance of mobile learning and its influence on learning achievement using an information system success and extended technology acceptance model (TAM. Structural equation modeling was used to test the structure of individual, social, and systemic factors influencing mobile learning’s acceptance, and how said acceptance influences learning satisfaction and achievement. Unlike earlier TAM-related research that did not provide a broad view of technological acceptance and its impact on learning activities, the present study’s results highlight the relationship between behavioral intention/learning satisfaction and learning achievement. Additionally, this study tests the theoretical model of successful mobile learning by empirically accepting mobile learning management systems. The findings further imply that students at online universities have started to accept mobile technology as a new learning tool; consequently, its acceptance has influenced their learning achievement both directly and indirectly. These discoveries should facilitate a better understanding of students’ usage of mobile learning systems in higher education, and provide timely guidance for its development and implementation.

Teaching Business Simulation Games: Comparing Achievements Frontal Teaching vs. eLearning

Science.gov (United States)

Bregman, David; Keinan, Gila; Korman, Arik; Raanan, Yossi

This paper addresses the issue of comparing results achieved by students taught the same course but in two drastically different - a regular, frontal method and an eLearning method. The subject taught required intensive communications among the students, thus making the eLearning students, a priori, less likely to do well in it. The research, comparing the achievements of students in a business simulation game over three semesters, shows that the use of eLearning method did not result in any differences in performance, grades or cooperation, thus strengthening the case for using eLearning in this type of course.

ECO D2.5 Learning analytics requirements and metrics report

NARCIS (Netherlands)

Brouns, Francis; Zorrilla Pantaleón, Marta Elena; Esperanza‎ Álvarez Saiz, Elena; Solana González, Pedro; Cobo Ortega, Ángel; Rocío‎ Rocha Blanco, Eliana; Collantes Viaña, Marta; Rodríguez Hoyo, Carlos; De Lima Silva, Mariana; Marta-Lazo, Carmen; Gabelas Barroso, José Antonio; Arranz, Pilar; García, Luis; Silva, Alejandro; Sáez López, José Manuel; Ventura Expósito, Patricia; Jordano de la Torre, María; María, Felix; Viñuales, Javier

2015-01-01

In MOOCs, learning analytics have to be addressed to the various types of learners that participate. This deliverable describes indicators that enable both teachers and learner to monitor the progress and performance as well as identify whether there are learners at risk of dropping out. How these

Science Achievement in TIMSS Cognitive Domains Based on Learning Styles

Science.gov (United States)

Kablan, Zeynel; Kaya, Sibel

2013-01-01

Problem Statement: The interest in raising levels of achievement in math and science has led to a focus on investigating the factors that shape achievement in these subjects. Understanding how different learning styles might influence science achievement may guide educators in their efforts to raise achievement. This study is an attempt to examine…

PREDICTING ACADEMIC ACHIEVEMENT: THE ROLE OF MOTIVATION AND LEARNING STRATEGIES

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Juliana Beatriz Stover

2014-04-01

Full Text Available The aim of this study consists in testing a predictive model of academic achievement including motivation and learning strategies as predictors. Motivation is defined as the energy and the direction of behaviors; it is categorized in three types of motivation –intrinsic, extrinsic and amotivation (Deci & Ryan, 1985. Learning strategies are deliberate operations oriented towards information processing in academic activities (Valle, Barca, González & Núñez, 1999. Several studies analysed the relationship between motivation and learning strategies in high school and college environments. Students with higher academic achievement were intrinsically motivated and used a wider variety of learning strategies more frequently. A non-experimental predictive design was developed. The sample was composed by 459 students (55.2% high-schoolers; 44.8% college students. Data were gathered by means of sociodemographic and academic surveys, and also by the local versions of the Academic Motivation Scale –EMA, Echelle de Motivation en Éducation (Stover, de la Iglesia, Rial Boubeta & Fernández Liporace, 2012; Vallerand, Blais, Briere & Pelletier, 1989 and the Learning and Study Strategies Inventory –LASSI (Stover, Uriel & Fernández Liporace, 2012; Weinstein, Schulte & Palmer, 1987. Several path analyses were carried out to test a hypothetical model to predict academic achievement (Kline, 1998. Results indicated that self-determined motivation explained academic achievement through the use of learning strategies. The final model obtained an excellent fit (χ2=16.523, df= 6, p=0.011; GFI=0.987; AGFI=0.955; SRMR=0.0320; NFI=0.913; IFI=0.943; CFI=0.940. Results are discussed considering Self Determination Theory and previous research.

Blended Learning Analytics Model for Evaluation (BLAME). Et case-studie af universitetsunderviseres brug af Blackboard

DEFF Research Database (Denmark)

Musaeus, Peter; Bennedsen, Andreas Brændstrup; Hansen, Janne Saltoft

2015-01-01

I denne artikel vil vi præsentere en strategi til inddragelse af læringsanalytik (learning analytics) ved evaluering af universitetsunderviseres brug af et nyt LMS på Aarhus Universitet: Blackboard. Vi diskuterer en model (BLAME: Blended Learning Analytics Model of Evaluation) for, hvordan...... kategorisering af kurser og data om læringsanalytik indsamlet på Blackboard kan integreres. Endvidere belyser vi, hvilke implikationer en sådan læringsanalytik kan have for blended learning ved at analysere to forskellige uddannelses-cases/illustrationer. Dernæst diskuterer vi pædagogisk udvikling i forbindelse...

Smart city analytics

DEFF Research Database (Denmark)

Hansen, Casper; Hansen, Christian; Alstrup, Stephen

2017-01-01

We present an ensemble learning method that predicts large increases in the hours of home care received by citizens. The method is supervised, and uses different ensembles of either linear (logistic regression) or non-linear (random forests) classifiers. Experiments with data available from 2013 ...... is very useful when full records are not accessible or available. Smart city analytics does not necessarily require full city records. To our knowledge this preliminary study is the first to predict large increases in home care for smart city analytics.......We present an ensemble learning method that predicts large increases in the hours of home care received by citizens. The method is supervised, and uses different ensembles of either linear (logistic regression) or non-linear (random forests) classifiers. Experiments with data available from 2013...... to 2017 for every citizen in Copenhagen receiving home care (27,775 citizens) show that prediction can achieve state of the art performance as reported in similar health related domains (AUC=0.715). We further find that competitive results can be obtained by using limited information for training, which...

[Learning objectives achievement in ethics education for medical school students].

Science.gov (United States)

Chae, Sujin; Lim, Kiyoung

2015-06-01

This study aimed to examine the necessity for research ethics and learning objectives in ethics education at the undergraduate level. A total of 393 fourth-year students, selected from nine medical schools, participated in a survey about learning achievement and the necessity for it. It was found that the students had very few chances to receive systematic education in research ethics and that they assumed that research ethics education was provided during graduate school or residency programs. Moreover, the students showed a relatively high learning performance in life ethics, while learning achievement was low in research ethics. Medical school students revealed low interest in and expectations of research ethics in general; therefore, it is necessary to develop guidelines for research ethics in the present situation, in which medical education mainly focuses on life ethics.

Learning Analytics as Assemblage: Criticality and Contingency in Online Education

Science.gov (United States)

Scott, John; Nichols, T. Philip

2017-01-01

Recently, the possibilities for leveraging "big data" in research and pedagogy have given rise to the growing field of "learning analytics" in online education. While much of this work has focused on quantitative metrics, some have called for critical perspectives that interrogate such data as an interplay between technical…

Balancing the Assessment "of" Learning and "for" Learning in Support of Student Literacy Achievement

Science.gov (United States)

Edwards, Patricia A.; Turner, Jennifer D.; Mokhtari, Kouider

2008-01-01

There is a delicate balance between the assessment of learning and assessment for learning. The recommendations included in this Assessment department may be useful for teachers working to achieve this balance and find a more accurate and complete understandings of students' literacy strengths and needs.

The Influence of Emotions and Learning Preferences on Learning Strategy Use before Transition into High-Achiever Track Secondary School

Science.gov (United States)

Obergriesser, Stefanie; Stoeger, Heidrun

2016-01-01

Research on the relationships between students' achievement emotions and their (self-regulated) learning behavior is growing. However, little is known about the relationships between students' learning preferences and achievement emotions and the extent to which these influence learning strategies. In this study we, first, looked at the…

The MOOC and Learning Analytics Innovation Cycle (MOLAC): A Reflective Summary of Ongoing Research and Its Challenges

Science.gov (United States)

Drachsler, H.; Kalz, M.

2016-01-01

The article deals with the interplay between learning analytics and massive open online courses (MOOCs) and provides a conceptual framework to situate ongoing research in the MOOC and learning analytics innovation cycle (MOLAC framework). The MOLAC framework is organized on three levels: On the micro-level, the data collection and analytics…

Achieving Cost Reduction Through Data Analytics.

Science.gov (United States)

Rocchio, Betty Jo

2016-10-01

The reimbursement structure of the US health care system is shifting from a volume-based system to a value-based system. Adopting a comprehensive data analytics platform has become important to health care facilities, in part to navigate this shift. Hospitals generate plenty of data, but actionable analytics are necessary to help personnel interpret and apply data to improve practice. Perioperative services is an important revenue-generating department for hospitals, and each perioperative service line requires a tailored approach to be successful in managing outcomes and controlling costs. Perioperative leaders need to prepare to use data analytics to reduce variation in supplies, labor, and overhead. Mercy, based in Chesterfield, Missouri, adopted a perioperative dashboard that helped perioperative leaders collaborate with surgeons and perioperative staff members to organize and analyze health care data, which ultimately resulted in significant cost savings. Copyright © 2016 AORN, Inc. Published by Elsevier Inc. All rights reserved.

Detecting Learning Strategies with Analytics: Links with Self-Reported Measures and Academic Performance

Science.gov (United States)

Gaševic, Dragan; Jovanovic, Jelena; Pardo, Abelardo; Dawson, Shane

2017-01-01

The use of analytic methods for extracting learning strategies from trace data has attracted considerable attention in the literature. However, there is a paucity of research examining any association between learning strategies extracted from trace data and responses to well-established self-report instruments and performance scores. This paper…

Developing mathematics learning set for special-needs junior high school student oriented to learning interest and achievement

Directory of Open Access Journals (Sweden)

Ai Sadidah

2016-11-01

Full Text Available This study aims to produce a mathematics learning set for special-needs students (mathematical learning disability and mathematically gifted of Junior High School Grade VIII Second Semester oriented to learning interests and achievement which is valid, practical, and effective. This study was a research and development study using the Four-D development model consisting of four stages: (1 define, (2 design, (3 develop, and (4 disseminate. The quality of learning set consisting of the following three criterions: (1 validity, (2 practicality, and (3 effectiveness.  The data analysis technique used in this study is a descriptive quantitative analysis. The research produced learning set consisting of lesson plans and student worksheets. The result of the research shows that: (1 the learning set fulfill the valid criteria base on experts’ appraisal; (2 the learning set fulfill the practical criterion base on teacher’s and students’ questionnaire, and observation of learning implementation; (3 the learning set fulfill the effectiveness criterion base on learning interest and achievement.

Affordances and limitations of learning analytics for computer-assisted language learning: a case study of the VITAL project

OpenAIRE

Gelan, Anouk; Fastré, Greet; Verjans, Martine; Martin, Niels; Janssenswillen, Gert; Creemers, Mathijs; Lieben, Jonas; Depaire, Benoît; Thomas, Michael

2018-01-01

Learning analytics (LA) has emerged as a field that offers promising new ways to prevent drop-out and aid retention. However, other research suggests that large datasets of learner activity can be used to understand online learning behaviour and improve pedagogy. While the use of LA in language learning has received little attention to date, available research suggests that LA could provide valuable insights into task design for instructors and materials designers, as well as help students wi...

Learning analytics as a tool for closing the assessment loop in higher education

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Karen D. Mattingly

2012-09-01

Full Text Available This paper examines learning and academic analytics and its relevance to distance education in undergraduate and graduate programs as it impacts students and teaching faculty, and also academic institutions. The focus is to explore the measurement, collection, analysis, and reporting of data as predictors of student success and drivers of departmental process and program curriculum. Learning and academic analytics in higher education is used to predict student success by examining how and what students learn and how success is supported by academic programs and institutions. The paper examines what is being done to support students, whether or not it is effective, and if not why, and what educators can do. The paper also examines how these data can be used to create new metrics and inform a continuous cycle of improvement. It presents examples of working models from a sample of institutions of higher education: The Graduate School of Medicine at the University of Wollongong, the University of Michigan, Purdue University, and the University of Maryland, Baltimore County. Finally, the paper identifies considerations and recommendations for using analytics and offer suggestions for future research.

Learning Behavior and Achievement Analysis of a Digital Game-Based Learning Approach Integrating Mastery Learning Theory and Different Feedback Models

Science.gov (United States)

Yang, Kai-Hsiang

2017-01-01

It is widely accepted that the digital game-based learning approach has the advantage of stimulating students' learning motivation, but simply using digital games in the classroom does not guarantee satisfactory learning achievement, especially in the case of the absence of a teacher. Integrating appropriate learning strategies into a game can…

THE BLENDED LEARNING ENVIRONMENT ON THE FOREIGN LANGUAGE LEARNING PROCESS: A Balance for Motivation and Achievement

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Bahar ISIGUZEL

2014-07-01

Full Text Available The purpose of this study is to determine the effects on motivation and success within the application of blended learning environments in the foreign language class. The research sample is formed by third grade students studying in the tourism and hotel management programs of the faculty for tourism and the faculty of economics and administrative sciences at the Nevsehir Hacı Bektas Veli University (Turkey in fall semester of the 2012-2013 academic year. The research group consists of 62 students and there of 35 students belong to the experimental group and the other 27 persons belong to the control group. While the experimental group was subject to 14 hours online and 6 hours traditional face to face learning, the control group was subject to only 6 hours traditional face to face learning. The research has been completed after a 10 week application. The data on the research have been collected with German course achievement tests via the German Language Learning Motivation Scale. The results reveal that the experimental group of students attending the German classes in blended learning environments has more success and higher motivation compared to the control group attending German language classes in the traditional learning environment. Even if the learners achieve certain success and motivation findings in the classroom and face to face environments performed along with teaching-learning activities mainly in control of the instructor, the success and motivation effect of the blended learning environment could not be achieved.

Design Patterns to Achieve 300x Speedup for Oceanographic Analytics in the Cloud

Science.gov (United States)

Jacob, J. C.; Greguska, F. R., III; Huang, T.; Quach, N.; Wilson, B. D.

2017-12-01

We describe how we achieve super-linear speedup over standard approaches for oceanographic analytics on a cluster computer and the Amazon Web Services (AWS) cloud. NEXUS is an open source platform for big data analytics in the cloud that enables this performance through a combination of horizontally scalable data parallelism with Apache Spark and rapid data search, subset, and retrieval with tiled array storage in cloud-aware NoSQL databases like Solr and Cassandra. NEXUS is the engine behind several public portals at NASA and OceanWorks is a newly funded project for the ocean community that will mature and extend this capability for improved data discovery, subset, quality screening, analysis, matchup of satellite and in situ measurements, and visualization. We review the Python language API for Spark and how to use it to quickly convert existing programs to use Spark to run with cloud-scale parallelism, and discuss strategies to improve performance. We explain how partitioning the data over space, time, or both leads to algorithmic design patterns for Spark analytics that can be applied to many different algorithms. We use NEXUS analytics as examples, including area-averaged time series, time averaged map, and correlation map.

Quantifying the Value of Service-Learning: A Comparison of Grade Achievement between Service-Learning and Non-Service-Learning Students

Science.gov (United States)

Brail, Shauna

2016-01-01

This study evaluates whether students who participate voluntarily in a service-learning activity achieve higher learning outcomes, measured by grades, than students who voluntarily choose not to participate in service learning. Analysis is based on a study of an introductory urban studies course at a large North American research university over a…

Guided Learning at Workstations about Drug Prevention with Low Achievers in Science Education

Science.gov (United States)

Thomas, Heyne; Bogner, Franz X.

2012-01-01

Our study focussed on the cognitive achievement potential of low achieving eighth graders, dealing with drug prevention (cannabis). The learning process was guided by a teacher, leading this target group towards a modified learning at workstations which is seen as an appropriate approach for low achievers. We compared this specific open teaching…

Self-regulation of learning from the student's perspective and it relatedness with academic achievement

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Kuzmanović Biljana

2015-01-01

Full Text Available Self-regulation of learning is an important concept for understanding and enhancing the learning process. Self-regulation skills are often associated with the student's academic achievements. The paper offers different approaches and models of learning self-regulation and stresses the most important characteristics of the process of learning self-regulation. The empirical research was aimed at establishing the connectedness of some components of self-regulation and academic achievement. The Motivation and Self-regulation of Learning Scale, based on Pintrich's model of learning self-regulation (Pintrich & De Groot, 1990 was adapted for our research. The sample included 111 students from two elementary and two secondary schools. The results show that academic achievement is most positively linked with self-efficiency as a motivational factor of self-regulation, and two more factors of self-regulation, cognitive strategies and social factors showed significant correlations with academic achievement. Based on the accepted model of self-regulation of learning and the obtained results relevant pedagogic implications are discussed.

Assessing the Effect of Cooperative Learning on Financial Accounting Achievement among Secondary School Students

Directory of Open Access Journals (Sweden)

Umar Inuwa

2017-07-01

Full Text Available This study examined the effect of cooperative learning approach on financial accounting achievement among secondary school students in Gombe state, Nigeria. A pre-test-post-test-control group design was adopted. 120 students participated in the study were selected randomly from six schools. The students were divided into two equal groups, namely: experimental (i.e., cooperative learning approach and control group (i.e., conventional approach, both at random. A Financial Accounting Achievement Test (FAAT was used as an instrument for data collection. The study found that at the pre-test stage, there was no statistically significant difference between the achievement of cooperative learning students and conventional approach students, the results suggested that the students were initially equal in terms of their achievements. Nevertheless, at the post-test stage, the achievement of students who were exposed to the cooperative learning was found to be significantly better than the achievement of students who were exposed to the conventional approach. The findings further suggested that cooperative learning approach effectively enhanced the financial accounting achievement of the secondary school students. It is, therefore, recommended that government should encourage both curriculum planners and secondary schools’ teachers to adopt cooperative learning approach as an instructional approach for teaching financial accounting in secondary schools to improve students’ achievement in the subject.

Dialogue as Data in Learning Analytics for Productive Educational Dialogue

Science.gov (United States)

Knight, Simon; Littleton, Karen

2015-01-01

This paper provides a novel, conceptually driven stance on the state of the contemporary analytic challenges faced in the treatment of dialogue as a form of data across on- and offline sites of learning. In prior research, preliminary steps have been taken to detect occurrences of such dialogue using automated analysis techniques. Such advances…

Learning Analytics in Small-Scale Teacher-Led Innovations: Ethical and Data Privacy Issues

Science.gov (United States)

Rodríguez-Triana, María Jesús; Martínez-Monés, Alejandra; Villagrá-Sobrino, Sara

2016-01-01

As a further step towards maturity, the field of learning analytics (LA) is working on the definition of frameworks that structure the legal and ethical issues that scholars and practitioners must take into account when planning and applying LA solutions to their learning contexts. However, current efforts in this direction tend to be focused on…

Connecting: the Semantic HCI Textbook and Cross-Institutional Learning Analytics

Directory of Open Access Journals (Sweden)

Alan Dix

2016-08-01

Full Text Available Open education materials related to the author's HCI textbook were released in 2013 as a MOOC, published on interactiondesign. org, and used for flipped classroom teaching. Work is in progress to link these free open educational resources including substantial video and quizzes (some tutor-only together with the (paid-for but open-to-all book, to create a 'semantic textbook'. The author is also interested in the way learning-analytics can be used to create actionable insights, at the appropriate time for the academic. Bringing these together offers the potential for analytics using rich relationships across different educators and institutions use of the same material.

Advanced, Analytic, Automated (AAA) Measurement of Engagement During Learning.

Science.gov (United States)

D'Mello, Sidney; Dieterle, Ed; Duckworth, Angela

2017-01-01

It is generally acknowledged that engagement plays a critical role in learning. Unfortunately, the study of engagement has been stymied by a lack of valid and efficient measures. We introduce the advanced, analytic, and automated (AAA) approach to measure engagement at fine-grained temporal resolutions. The AAA measurement approach is grounded in embodied theories of cognition and affect, which advocate a close coupling between thought and action. It uses machine-learned computational models to automatically infer mental states associated with engagement (e.g., interest, flow) from machine-readable behavioral and physiological signals (e.g., facial expressions, eye tracking, click-stream data) and from aspects of the environmental context. We present15 case studies that illustrate the potential of the AAA approach for measuring engagement in digital learning environments. We discuss strengths and weaknesses of the AAA approach, concluding that it has significant promise to catalyze engagement research.

Analytical approach for confirming the achievement of LMFBR reliability goals

International Nuclear Information System (INIS)

Ingram, G.E.; Elerath, J.G.; Wood, A.P.

1981-01-01

The approach, recommended by GE-ARSD, for confirming the achievement of LMFBR reliability goals relies upon a comprehensive understanding of the physical and operational characteristics of the system and the environments to which the system will be subjected during its operational life. This kind of understanding is required for an approach based on system hardware testing or analyses, as recommended in this report. However, for a system as complex and expensive as the LMFBR, an approach which relies primarily on system hardware testing would be prohibitive both in cost and time to obtain the required system reliability test information. By using an analytical approach, results of tests (reliability and functional) at a low level within the specific system of interest, as well as results from other similar systems can be used to form the data base for confirming the achievement of the system reliability goals. This data, along with information relating to the design characteristics and operating environments of the specific system, will be used in the assessment of the system's reliability

Investigating Flipped Learning: Student Self-Regulated Learning, Perceptions, and Achievement in an Introductory Biology Course

Science.gov (United States)

Sletten, Sarah Rae

2017-06-01

In flipped classrooms, lectures, which are normally delivered in-class, are assigned as homework in the form of videos, and assignments that were traditionally assigned as homework, are done as learning activities in class. It was hypothesized that the effectiveness of the flipped model hinges on a student's desire and ability to adopt a self-directed learning style. The purpose of this study was twofold; it aimed at examining the relationship between two variables—students' perceptions of the flipped model and their self-regulated learning (SRL) behaviors—and the impact that these variables have on achievement in a flipped class. For the study, 76 participants from a flipped introductory biology course were asked about their SRL strategy use and perceptions of the flipped model. SRL strategy use was measured using a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ; Wolters et al. 2005), while the flipped perceptions survey was newly derived. Student letter grades were collected as a measure of achievement. Through regression analysis, it was found that students' perceptions of the flipped model positively predict students' use of several types of SRL strategies. However, the data did not indicate a relationship between student perceptions and achievement, neither directly nor indirectly, through SRL strategy use. Results suggest that flipped classrooms demonstrate their successes in the active learning sessions through constructivist teaching methods. Video lectures hold an important role in flipped classes, however, students may need to practice SRL skills to become more self-directed and effectively learn from them.

An analytical quality framework for learning cities and regions

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Preisinger-Kleine, Randolph

2013-09-01

There is broad agreement that innovation, knowledge and learning have become the main source of wealth, employment and economic development of cities, regions and nations. Over the past two decades, the number of European cities and regions which label themselves as "learning city" or "learning region" has constantly grown. However, there are also pitfalls and constraints which not only hinder them in unlocking their full potential, but also significantly narrow their effects and their wider impact on society. Most prominently, learning cities and regions manifest serious difficulties in rendering transparent the surplus value they generate, which is vital for attracting investment into lifelong learning. While evaluation and quality management are still perceived as being a bureaucratic necessity rather than a lesson one could learn from or an investment in the future, it is also true that without evaluation and quality assurance local networks do not have the means to examine their strengths and weaknesses. In order to design strategies to maximise the strengths and effectively address the weaknesses it is necessary to understand the factors that contribute to success and those that pose challenges. This article proposes an analytical quality framework which is generic and can be used to promote a culture of quality in learning cities and regions. The proposed framework builds on the findings and results of the R3L+ project, part-funded by the European Commission under the Grundtvig (adult education) strand of the Lifelong Learning programme 2007-2013.

An Investigation of First-Year Engineering Student and Instructor Perspectives of Learning Analytics Approaches

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Knight, David B.; Brozina, Cory; Novoselich, Brian

2016-01-01

This paper investigates how first-year engineering undergraduates and their instructors describe the potential for learning analytics approaches to contribute to student success. Results of qualitative data collection in a first-year engineering course indicated that both students and instructors\temphasized a preference for learning analytics…

APPLICATION OF BIG DATA IN EDUCATION DATA MINING AND LEARNING ANALYTICS – A LITERATURE REVIEW

Directory of Open Access Journals (Sweden)

Katrina Sin

2015-07-01

Full Text Available The usage of learning management systems in education has been increasing in the last few years. Students have started using mobile phones, primarily smart phones that have become a part of their daily life, to access online content. Student's online activities generate enormous amount of unused data that are wasted as traditional learning analytics are not capable of processing them. This has resulted in the penetration of Big Data technologies and tools into education, to process the large amount of data involved. This study looks into the recent applications of Big Data technologies in education and presents a review of literature available on Educational Data Mining and Learning Analytics.

Effects of Reviewing Annotations and Homework Solutions on Math Learning Achievement

Science.gov (United States)

Hwang, Wu-Yuin; Chen, Nian-Shing; Shadiev, Rustam; Li, Jin-Sing

2011-01-01

Previous studies have demonstrated that making annotations can be a meaningful and useful learning method that promote metacognition and enhance learning achievement. A web-based annotation system, Virtual Pen (VPEN), which provides for the creation and review of annotations and homework solutions, has been developed to foster learning process…

Embracing Big Data in Complex Educational Systems: The Learning Analytics Imperative and the Policy Challenge

Science.gov (United States)

Macfadyen, Leah P.; Dawson, Shane; Pardo, Abelardo; Gaševic, Dragan

2014-01-01

In the new era of big educational data, learning analytics (LA) offer the possibility of implementing real-time assessment and feedback systems and processes at scale that are focused on improvement of learning, development of self-regulated learning skills, and student success. However, to realize this promise, the necessary shifts in the…

Learning Goals Achievement of a Teacher in Professional Development

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Siti Marfu’ah

2017-04-01

Full Text Available This study aimed to describe the achievement of teacher learning in cognitive, affective and psychomotor in conducting professional development. This study was categorized as a descriptive study. The respondents of this study were teachers and students in the Department of Electrical Engineering at a Vocational Secondary School in Bangka Belitung. Methods of data collection used questionnaires. The data were analyzed with descriptive analysis. The results of this study consisted of: (1 teachers’ opinion, most teachers had worked very well in learning of cognitive, affective, and psychomotor, (2 students’ opinion, several teachers had succeeded in cognitive learning, and managed very well on affective and psychomotor learning.

Learning nanotechnology with texts and comics: the impacts on students of different achievement levels

Science.gov (United States)

Lin, Shu-Fen; Lin, Huann-shyang

2016-05-01

Comics are popular with adolescents because of their features of humor, narrative, and visual imagery. The purposes of this study were to examine the learning outcomes and emotional perceptions of reading a science comic book and a science text booklet for students of different levels of achievement, and to explore the main factors of the two media which attract high-school students to learn science. A mixed-method quasi-experimental design was adopted. The participants were 697 grade ten students from eight schools with different levels of academic achievement. Two similar classes in each of the eight schools were assigned as the comic group or the text group. The results indicated that the science comic book benefited medium achievers more than the science text booklet did, but the contrary result was found for the high achievers. In comparison, the two media benefited the low achievers equally, but both had only a limited effect due to the students' lack of prior knowledge. We conclude four kinds of evidence, including perceived difficulty of comprehension, reasons for interest/disinterest, emotional perceptions of learning science, and learning time, to support the phenomenon of the learning benefit of media specific to certain achievers' science learning.

CRITICAL COMPONENTS OF ONLINE LEARNING READINESS AND THEIR RELATIONSHIPS WITH LEARNER ACHIEVEMENT

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Harun CIGDEM

2016-04-01

Full Text Available This study aimed to examine the relationship between certain factors of online learning readiness and learners’ end-of-course achievements. The study was conducted at a two-year post-secondary Turkish military school within the scope of the course titled Computer Literacy, which was designed and implemented in a blended way. The data were collected from 155 post-secondary military students through an online questionnaire. Three sub-scales of Hung et al.’s Online Learning Readiness Scale were used to collect the data during the first two weeks of the course. Descriptive and inferential statistics, such as Pearson correlation coefficients and linear regression analyses were performed to analyze the data. The descriptive results of the study indicated that students’ motivation for online learning was higher than both their computer/Internet self-efficacy and their orientations to self-directed learning. The inferential results revealed that the students’ end-of-course grades had significantly positive relationships with their computer/Internet self-efficacy and self-directed learning orientations. Finally, the students’ self-direction towards online learning appeared to be the strongest predictor of their achievements within the course; whereas computer/Internet self-efficacy and motivation for learning did not predict the learner achievement significantly.

Problem-Based Learning in Communication Systems: Student Perceptions and Achievement

Science.gov (United States)

Mitchell, John E.; Canavan, Brian; Smith, Jan

2010-01-01

The paper presents a curriculum design for, and subsequent evaluation of, a communications systems course using problem-based learning (PBL) as the instructional methodology. It details the rationale for implementing PBL as well as reporting intended learning outcomes and assessing the students' achievements. (Contains 2 figures and 4 tables.)

Using i2b2 to Bootstrap Rural Health Analytics and Learning Networks.

Science.gov (United States)

Harris, Daniel R; Baus, Adam D; Harper, Tamela J; Jarrett, Traci D; Pollard, Cecil R; Talbert, Jeffery C

2016-08-01

We demonstrate that the open-source i2b2 (Informatics for Integrating Biology and the Bedside) data model can be used to bootstrap rural health analytics and learning networks. These networks promote communication and research initiatives by providing the infrastructure necessary for sharing data and insights across a group of healthcare and research partners. Data integration remains a crucial challenge in connecting rural healthcare sites with a common data sharing and learning network due to the lack of interoperability and standards within electronic health records. The i2b2 data model acts as a point of convergence for disparate data from multiple healthcare sites. A consistent and natural data model for healthcare data is essential for overcoming integration issues, but challenges such as those caused by weak data standardization must still be addressed. We describe our experience in the context of building the West Virginia/Kentucky Health Analytics and Learning Network, a collaborative, multi-state effort connecting rural healthcare sites.

Integrated Multi-Scale Data Analytics and Machine Learning for the Distribution Grid and Building-to-Grid Interface

Energy Technology Data Exchange (ETDEWEB)

Stewart, Emma M. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Hendrix, Val [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Chertkov, Michael [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Deka, Deepjyoti [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2017-03-16

This white paper introduces the application of advanced data analytics to the modernized grid. In particular, we consider the field of machine learning and where it is both useful, and not useful, for the particular field of the distribution grid and buildings interface. While analytics, in general, is a growing field of interest, and often seen as the golden goose in the burgeoning distribution grid industry, its application is often limited by communications infrastructure, or lack of a focused technical application. Overall, the linkage of analytics to purposeful application in the grid space has been limited. In this paper we consider the field of machine learning as a subset of analytical techniques, and discuss its ability and limitations to enable the future distribution grid and the building-to-grid interface. To that end, we also consider the potential for mixing distributed and centralized analytics and the pros and cons of these approaches. Machine learning is a subfield of computer science that studies and constructs algorithms that can learn from data and make predictions and improve forecasts. Incorporation of machine learning in grid monitoring and analysis tools may have the potential to solve data and operational challenges that result from increasing penetration of distributed and behind-the-meter energy resources. There is an exponentially expanding volume of measured data being generated on the distribution grid, which, with appropriate application of analytics, may be transformed into intelligible, actionable information that can be provided to the right actors – such as grid and building operators, at the appropriate time to enhance grid or building resilience, efficiency, and operations against various metrics or goals – such as total carbon reduction or other economic benefit to customers. While some basic analysis into these data streams can provide a wealth of information, computational and human boundaries on performing the analysis

Student teachers’ perceptions about an e-portfolio enriched with learning analytics

NARCIS (Netherlands)

Hunt, Pihel; Leijen, Äli; Silm, Gerli; Malva, Liina; Van Der Schaaf, Marieke

2017-01-01

In recent years the use of e-portfolios has increased in teacher education. Moreover, another rapidly evolving area in teacher education is learning analytics (LA). This paper reports the experiences of 13 student teachers in the implementation of an e-portfolio that is enriched with LA in a teacher

Second International Workshop on Teaching Analytics

DEFF Research Database (Denmark)

Vatrapu, Ravi; Reimann, Peter; Halb, Wolfgang

2013-01-01

Teaching Analytics is conceived as a subfield of learning analytics that focuses on the design, development, evaluation, and education of visual analytics methods and tools for teachers in primary, secondary, and tertiary educational settings. The Second International Workshop on Teaching Analytics...... (IWTA) 2013 seeks to bring together researchers and practitioners in the fields of education, learning sciences, learning analytics, and visual analytics to investigate the design, development, use, evaluation, and impact of visual analytical methods and tools for teachers’ dynamic diagnostic decision...

The Relationship between Learning Style, Test Anxiety and Academic Achievement

Science.gov (United States)

Yazici, Kubilay

2017-01-01

This study aimed to investigate the relationship between social studies pre-service teachers' (SSPTs) learning style, test anxiety and academic achievement. A total of 315 SSPTs participated in the study. Data were collected using Turkish versions of Grasha-Reichmann learning style scale (GRLSS) and test anxiety scale (TAS) by Spielberger.…

Active Learning Strategies and Academic Achievement among Some Psychology Undergraduates in Barbados

OpenAIRE

Grace Adebisi Fayombo

2013-01-01

This study investigated the relationships between the active learning strategies (discussion, video clips, game show, role– play, five minute paper, clarification pauses, and small group) and academic achievement among a sample of 158 undergraduate psychology students in The University of the West Indies (UWI), Barbados. Results revealed statistically significant positive correlations between active learning strategies and students’ academic achievement; so also the activ...

Roles of Parents and Annotation Sharing in Children's Learning Behavior and Achievement Using E-Readers

Science.gov (United States)

Hwang, Wu-Yuin; Liu, Yi-Fan; Chen, Hon-Ren; Huang, Jian-Wun; Li, Jin-Yi

2015-01-01

Although previous studies have highlighted the advantages of using e-books for learning, most have compared learning achieved with traditional textbooks with that achieved with e-books in a classroom situation. These studies focused on individual learning instead of on interactions among learners, learning behavior using ebooks after school, and…

Effect of Work-Based Learning Approach Genius Scientific Judging of the Physics Learning Achievement of Knowledge Early SMPN 13 Balikpapan in 2012

Directory of Open Access Journals (Sweden)

Suliyono Suliyono

2014-06-01

Full Text Available Pengaruh Pendekatan Genius Learning Berbasis Kerja Ilmiah terhadap Prestasi Belajar Fisika Ditinjau dari  Pengetahuan Awal Siswa SMPN 13 Balikpapan Tahun 2012 Abstract: student mastery of the concepts of physics would be better if teachers implement instructional strategies that can make students more active and motivated, but still maintain a constructivist. Work-Based Learning Approach Scientific Genius (GLBKI is believed to be able to answer the demands of the development of education and facilitate students in learning physics concepts. The purpose of this study was to examine student achievement studying the Work-Based Learning Approach Genius Scientific and conventional learning. GLBKI approach to the treatment of experimental classes randomly selected and control classes conducted conventional learning. Learning achievement data collected by physics learning achievement tests. Results of the study are:  (1 there is a significant difference between student achievement through conventional learning and work-based learning approach scientific genius, (2 students who studied with GLBKI approach has physics learning achievement higher than the students who studied with conventional learning, ( 3 learning by using the Work-Based Learning Approach Scientific Genius can deliver improved student achievement is higher than the students who studied with conventional learning. Key words: work-based learning strategies genius of scientific, academic achievement, prior knowledge Abstrak: Penguasaan siswa terhadap konsep-konsep fisika akan lebih baik apabila pendidik menerap-kan strategi pembelajaran yang dapat membuat siswa lebih aktif dan termotivasi, namun tetap memper-tahankan konstruktivis. Pendekatan Genius Learning Berbasis Kerja Ilmiah (GLBKI diyakini mampu menjawab tuntutan perkembangan pendidikan dan mempermudah siswa dalam mempelajari konsep-konsep fisika. Tujuan penelitian ini adalah untuk menguji  prestasi belajar siswa yang belajar

An Examination of Achievement Goals in Learning: A Quasi-Quantitative Approach

Science.gov (United States)

Phan, Huy P.

2012-01-01

Introduction: The achievement goals framework has been researched and used to explain and account for individuals' learning and academic achievements. Over the past three decades, progress has been made in the conceptualizations and research development of different possible theoretical models of achievement goals. Notably, in this study, we…

Effect of Motivational Scaffolding on E-Learning Environments: Self-Efficacy, Learning Achievement, and Cognitive Style

Science.gov (United States)

Valencia-Vallejo, Nilson; López-Vargas, Omar; Sanabria-Rodríguez, Luis

2018-01-01

The present research studies the effects of motivational scaffolding that favor self-efficacy and improve learning achievement in students with different cognitive styles in the Field Dependence/Independence (FDI) dimension, when they interact in an e-learning environment on mathematics. The research has an experimental design with two groups and…

SMS-Based Learning in Tertiary Education: Achievement and Attitudinal Outcomes

Science.gov (United States)

Katz, Yaacov J.

2013-01-01

SMS delivery platforms are being increasingly used at the university level to enhance student achievement as well as traits and attitudes related to the learning process. SMS delivery provides access to learning materials without being limited by space or time and sophisticated technological advances in SMS delivery have led to enhanced learner…

Analysis of Learning Achievement and Teacher-Student Interactions in Flipped and Conventional Classrooms

Science.gov (United States)

Sun, Jerry Chih-Yuan; Wu, Yu-Ting

2016-01-01

This study aimed to investigate the effectiveness of two different teaching methods on learning effectiveness. OpenCourseWare was integrated into the flipped classroom model (experimental group) and distance learning (control group). Learning effectiveness encompassed learning achievement, teacher-student interactions, and learning satisfaction.…

Learned Helplessness, Test Anxiety, and Academic Achievement: A Longitudinal Analysis.

Science.gov (United States)

Fincham, Frank D.; And Others

1989-01-01

Examines the stability of individual differences in test anxiety and learned helplessness of 82 children in third grade and later in fifth grade. Results indicate that teacher reports of helplessness had the strongest and most consistent relation to concurrent achievement and to achievement test scores two years later. (RJC)

"Yes, and …" Exploring the Future of Learning Analytics in Medical Education.

Science.gov (United States)

Cirigliano, Matt M; Guthrie, Charlie; Pusic, Martin V; Cianciolo, Anna T; Lim-Dunham, Jennifer E; Spickard, Anderson; Terry, Valerie

2017-01-01

This Conversations Starter article presents a selected research abstract from the 2017 Association of American Medical Colleges Northeastern Region Group on Educational Affairs annual spring meeting. The abstract is paired with the integrative commentary of three experts who shared their thoughts stimulated by the study. Commentators brainstormed "what's next" with learning analytics in medical education, including advancements in interaction metrics and the use of interactivity analysis to deepen understanding of perceptual, cognitive, and social learning and transfer processes.

Social-Emotional Learning and Academic Achievement

Directory of Open Access Journals (Sweden)

Meghan P. McCormick

2015-09-01

Full Text Available Social-emotional learning (SEL programs have demonstrated positive effects on children’s social-emotional, behavioral, and academic outcomes, as well as classroom climate. Some programs also theorize that program impacts on children’s outcomes will be partially explained by improvements in classroom social processes, namely classroom emotional support and organization. Yet there is little empirical evidence for this hypothesis. Using data from the evaluation of the SEL program INSIGHTS, this article tests whether assignment to INSIGHTS improved low-income kindergarten and first grade students’ math and reading achievement by first enhancing classroom emotional support and organization. Multilevel regression analyses, instrumental variables estimation, and inverse probability of treatment weighting (IPTW were used to conduct quantitative analyses. Across methods, the impact of INSIGHTS on math and reading achievement in first grade was partially explained by gains in both classroom emotional support and organization. The IPTW method revealed that the program impact on reading achievement in first grade was partially explained through an improvement in classroom organization. Implications for research and practice are discussed.

Learning science in a cooperative setting: Academic achievement and affective outcomes

Science.gov (United States)

Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Baird, J. Hugh

A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study.The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students.Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to

Comparative Analysis of Rote Learning on High and Low Achievers in Graduate and Undergraduate Programs

Directory of Open Access Journals (Sweden)

Ambreen Ahmed

2017-06-01

Full Text Available A survey was conducted to study the preferred learning strategies; that is, surface learning or deep learning of undergraduate and graduate male and female students and the impact of the preferred strategy on their academic performance. Both learning strategies help university students to get good scores in their examinations to meet the demands of industry in workforce. Quantitative research method was used to determine the impact of learning strategy on academic achievements. The R-SPQ2F questionnaire was sent to 103 students through Google forms and hard copies through snowball sampling technique. The results show that rote learning and academic performance are inversely related to each other. In high achievers, deep learning is significant as compared to low achievers. Furthermore, comparative analysis of learning styles on males and females showed that both preferred deep learning strategy equally. Learning strategy is not related to education level of students because there is no difference among preferred learning strategies of graduate and undergraduate students.

The Influence of Learning Style on English Learning Achievement Among Undergraduates in Mainland China.

Science.gov (United States)

Huang, Fang; Hoi, Cathy Ka Weng; Teo, Timothy

2018-03-26

Learning style is one of the main factors that determines how students learn English and has a significant influence on students' learning strategy selection, which further affects their learning outcomes (Ehrman and Oxford in Mod Lang J 74(3):311-327, 1990; Oxford in Language learning styles and strategies: an overview, 2003. http://web.ntpu.edu.tw/~language/workshop/read2.pdf ). This study examines the learning style preferences of Chinese university students and whether those preferences influence their English achievements. Four hundred undergraduates from one university in eastern mainland China participated in this study. Data from 329 valid questionnaires were analysed. The results revealed that the Chinese university students preferred the visual learning style the most, followed by the auditory and kinaesthetic styles. However, no learning style preference was found to influence the students' English proficiency. Cultural reasons are discussed to explain the findings, which contradict those of previous studies of learning style theories and practices. This study recommends that Chinese scholars consider issues of English teaching and learning in China and to adopt appropriate teaching methods to effectively improve English teaching.

Exploring the Peer Interaction Effects on Learning Achievement in a Social Learning Platform Based on Social Network Analysis

Science.gov (United States)

Lin, Yu-Tzu; Chen, Ming-Puu; Chang, Chia-Hu; Chang, Pu-Chen

2017-01-01

The benefits of social learning have been recognized by existing research. To explore knowledge distribution in social learning and its effects on learning achievement, we developed a social learning platform and explored students' behaviors of peer interactions by the proposed algorithms based on social network analysis. An empirical study was…

TGT for chemistry learning to enhance students' achievement and critical thinking skills

Science.gov (United States)

Bolhassan, Norlailatulakma; Taha, Hafsah

2017-05-01

The form of cooperative learning known as Teams-Games-Tournament (TGT) in this study favors the use of teams work and learning tools combined with student play and practice to foster students' achievement and critical thinking skills. Using this paradigm, this study incorporates Teams-Games-Tournament and Flash Cards Games Kit during an 8-weeks experimental instruction period that includes 67 Form Four students; 34 students in the experimental group and 33 in the control group. The learning design in experimental group emphasizes scaffolding, guided practices, cooperative learning, and active participation in learning. While the experimental group experienced the TGT approach, the control group encountered the conventional teaching approach of chemistry drills. An achievement chemistry test and Watson Glaser Critical Thinking Appraisal (WGCTA) were used for the pretest and posttest. The finding indicates that TGT learning was more effective than drills in promoting chemistry performance, and the playful competiveness among students promotes students' critical thinking. In addition, TGT cooperative learning also creates an active learning environment in solving problems and discussions among students and teachers.

Test of a potential link between analytic and nonanalytic category learning and automatic, effortful processing.

Science.gov (United States)

Tracy, J I; Pinsk, M; Helverson, J; Urban, G; Dietz, T; Smith, D J

2001-08-01

The link between automatic and effortful processing and nonanalytic and analytic category learning was evaluated in a sample of 29 college undergraduates using declarative memory, semantic category search, and pseudoword categorization tasks. Automatic and effortful processing measures were hypothesized to be associated with nonanalytic and analytic categorization, respectively. Results suggested that contrary to prediction strong criterion-attribute (analytic) responding on the pseudoword categorization task was associated with strong automatic, implicit memory encoding of frequency-of-occurrence information. Data are discussed in terms of the possibility that criterion-attribute category knowledge, once established, may be expressed with few attentional resources. The data indicate that attention resource requirements, even for the same stimuli and task, vary depending on the category rule system utilized. Also, the automaticity emerging from familiarity with analytic category exemplars is very different from the automaticity arising from extensive practice on a semantic category search task. The data do not support any simple mapping of analytic and nonanalytic forms of category learning onto the automatic and effortful processing dichotomy and challenge simple models of brain asymmetries for such procedures. Copyright 2001 Academic Press.

The Effect of Teacher Performance in Implementation of The 2013 Curriculum Toward Chemistry Learning Achievement

Science.gov (United States)

Dewi, L. P.; Djohar, A.

2018-04-01

This research is a study about implementation of the 2013 Curriculum on Chemistry subject. This study aims to determine the effect of teacher performance toward chemistry learning achievement. The research design involves the independent variable, namely the performance of Chemistry teacher, and the dependent variable that is Chemistry learning achievement which includes the achievement in knowledge and skill domain. The subject of this research are Chemistry teachers and High School students in Bandung City. The research data is obtained from questionnaire about teacher performance assessed by student and Chemistry learning achievement from the students’ report. Data were analyzed by using MANOVA test. The result of multivariate significance test shows that there is a significant effect of teacher performance toward Chemistry learning achievement in knowledge and skill domain with medium effect size.

The Effect of Scaffolded Think-Group-Share Learning on Indonesian Elementary Schooler Satisfaction and Learning Achievement in English Classes

Science.gov (United States)

Mantik, Octavia; Choi, Hee Jun

2017-01-01

The purpose of this study was to examine whether or not "Scaffolded Think-Group-Share" learning can have a positive effect on student satisfaction and learning achievement in English classes of an Indonesian elementary school. To achieve this purpose, this study compared the findings from the two dependent variables (i.e., student…

LATUX: An Iterative Workflow for Designing, Validating, and Deploying Learning Analytics Visualizations

Science.gov (United States)

Martinez-Maldonado, Roberto; Pardo, Abelardo; Mirriahi, Negin; Yacef, Kalina; Kay, Judy; Clayphan, Andrew

2015-01-01

Designing, validating, and deploying learning analytics tools for instructors or students is a challenge that requires techniques and methods from different disciplines, such as software engineering, human-computer interaction, computer graphics, educational design, and psychology. Whilst each has established its own design methodologies, we now…

EFFECTS OF 5E LEARNING CYCLE ON STUDENTS ACHIEVEMENT IN BIOLOGY AND CHEMISTRY

Directory of Open Access Journals (Sweden)

Patrick Osawaru Ajaja,

2012-01-01

Full Text Available The major purpose of this study was to determine the effects of learning cycle as an instructional strategy on biology andchemistry students achievement. To guide this study, six research hypotheses were stated and tested at 0.05 level ofsignificance. The design of this study was 2x2x3x6 Pre-test Post-test non-equivalent control group quasi experimental design.These included two instructional groups (experimental and control groups, sex (male and female, repeated testing (Pre,Post and follow-up tests, and six weeks of experience. The samples of the study included six senior secondary schools, 112science students, and 12 biology and chemistry teachers. The instruments used for this study were: teacher’s questionnaireon knowledge and use of learning cycle (KULC; and Biology and Chemistry Achievement Test (BCAT. The data collected wereanalyzed with simple percentage, Analysis of Covariance (ANCOVA and student t-test statistics. The major findings of thestudy included that only 30.43% and 26.31% of biology and chemistry teachers have the knowledge that learning cycle is aninstructional method; all the biology and chemistry teachers sampled have never used learning cycle as an instructionalmethod; learning cycle had a significant effect on students achievement in biology and chemistry; students taught withlearning cycle significantly achieved better in biology/chemistry Post-test than those taught with lecture method; the posttestscores of students in the learning cycle group increased over the period of experience; non-significant difference in Posttestscores between males and females taught with learning cycle; non-significant interaction effect between method andsex on achievement; and a significant higher retention of biology and chemistry knowledge by students taught with learningcycle than those taught with lecture method. It was concluded that the method seems an appropriate instructional modelthat could be used to solve the problems of

A Report on Non-Egnlish Majors' Motivation and Achievement of Learning English

Institute of Scientific and Technical Information of China (English)

王粉

2009-01-01

A large number of non-English majors seldom consider what strategies of learning English they are using to regulate their motivation and how their motivation is related to achievement. Data were collected from 4000 college non-English-majors at Guizhou University using a questionnaire. This paper contrasts students' motivation and strategies of learning English. Some teaching approaches are offered to motivate students to do their best in attaining higher achievement.

Using Learning Analytics to Understand the Design of an Intelligent Language Tutor – Chatbot Lucy

OpenAIRE

Yi Fei Wang; Stephen Petrina

2013-01-01

the goal of this article is to explore how learning analytics can be used to predict and advise the design of an intelligent language tutor, chatbot Lucy. With its focus on using student-produced data to understand the design of Lucy to assist English language learning, this research can be a valuable component for language-learning designers to improve second language acquisition. In this article, we present students’ learning journey and data trails, the chatting log architecture and result...

CORRELATION OF INTEREST TO LEARN AND USE TIME LEARNING WITH LEARNING ACHIEVEMENT AUTOMOTIVE ELECTRICAL IN CLASS XII LIGHT VEHICLE ENGINEERING SMK PIRI I YOGYAKARTA ACADEMIC YEAR 2013/2014

Directory of Open Access Journals (Sweden)

Ari Pujiatmoko

2014-06-01

Full Text Available The purpose of this study were: 1 to determine whether there is a correlation between students' interest in learning and the learning achievement of automotive electrical, 2 to determine whether there is a correlation between the use of time studying the learning achievement of automotive electrical, 3 to determine whether there is a correlation between student interest and use the time to learn and the learning achievement of students of class XII automotive electrical TKR SMK PIRI 1 Yogyakarta academic year 2013/2014.  This research was conducted in class XII TKR SMK PIRI 1 Yogyakarta academic year 2013/2014. This study is an ex-post facto. This study used two independent variables and the interest in learning the use of learning time, while the dependent variable is the electrical automotive learning achievement. This study is a population study by the respondent amounted to 100 students. Techniques of data collection using questionnaire techniques and engineering documentation. Research instrument in this study is a questionnaire interest in learning, inquiry learning time management and documentation of student achievement. Trials using the instrument validity and reliability test. The analysis technique used is the prerequisite test for normality, linearity, and multicollinearity. Then test hypotheses using partial correlation analysis techniques and correlation.  The results showed that: 1 students' interest to have a strong positive correlation with school performance automotive electrical ρ value of 0.737; 2 the use of learning time have a low positive correlation with school performance automotive electrical ρ value of 0.275; 3 interest student learning and the use of study time has a very strong positive correlation with learning achievement of students of class XII automotive electrical TKR SMK PIRI I Yogyakarta academic year 2013/2014 as evidenced by the value of R = 0.811.

Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement

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Kingir, Sevgi; Tas, Yasemin; Gok, Gulsum; Sungur Vural, Semra

2013-11-01

Background. There are attempts to integrate learning environment research with motivation and self-regulation research that considers social context influences an individual's motivation, self-regulation and, in turn, academic performance. Purpose. This study explored the relationships among constructivist learning environment perception variables (personal relevance, uncertainty, shared control, critical voice, student negotiation), motivational beliefs (self-efficacy, intrinsic interest, goal orientation), self-regulation, and science achievement. Sample. The sample for this study comprised 802 Grade 8 students from 14 public middle schools in a district of Ankara in Turkey. Design and methods. Students were administered 4 instruments: Constructivist Learning Environment Survey, Goal Achievement Questionnaire, Motivated Strategies for Learning Questionnaire, and Science Achievement Test. LISREL 8.7 program with SIMPLIS programming language was used to test the conceptual model. Providing appropriate fit indices for the proposed model, the standardized path coefficients for direct effects were examined. Results. At least one dimension of the constructivist learning environment was associated with students' intrinsic interest, goal orientation, self-efficacy, self-regulation, and science achievement. Self-efficacy emerged as the strongest predictor of both mastery and performance avoidance goals rather than the approach goals. Intrinsic value was found to be significantly linked to science achievement through its effect on self-regulation. The relationships between self-efficacy and self-regulation and between goal orientation and science achievement were not significant. Conclusion. In a classroom environment supporting student autonomy and control, students tend to develop higher interest in tasks, use more self-regulatory strategies, and demonstrate higher academic performance. Science teachers are highly recommended to consider these findings when designing

Co-operative Learning Approach and Students' Achievement in ...

African Journals Online (AJOL)

This study set out to investigate cooperative learning approach and students' achievement in Sociology. One research question and one hypothesis tested at 0.05 level of significance were formulated to guide the study. The study adopted a quasi-experimental design. One hundred and one (101) students of the schools of ...

Relationships between Learning Approach, Procrastination and Academic Achievement amongst First-Year University Students

Science.gov (United States)

Saele, Rannveig Grøm; Dahl, Tove Irene; Sørlie, Tore; Friborg, Oddgeir

2017-01-01

Individual differences in student learning influence academic performance, and two aspects influencing the learning process are the particular learning approach the students use and procrastination behaviour. We examined the relationships between learning approaches, procrastination and academic achievement (measured 1 year later as the grade…

The Effect of Manipulatives on Mathematics Achievement across Different Learning Styles

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Kablan, Zeynel

2016-01-01

The current study investigates the influence of manipulatives used in combination with traditional approaches to mathematics education and how varying amounts of time spent on manipulative use influence student achievement across different learning styles. Three learning environments were created that incorporated varying proportions of…

Effects of an Intervention on Math Achievement for Students with Learning Disabilities

Science.gov (United States)

Kitchens, Vivian D.; Deris, Aaron R.; Simon, Marilyn K.

2016-01-01

Students with learning disabilities score lower than other at-risk groups on state standardized assessment tests. Educators are searching for intervention strategies to improve math achievement for students with learning disabilities. The study examined the effects of a mathematics intervention known as Cover, Copy, and Compare for learning basic…

Pedagogies to Achieve Sustainability Learning Outcomes in Civil and Environmental Engineering Students

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Angela R. Bielefeldt

2013-10-01

Full Text Available The civil and environmental engineering disciplines have identified the levels of knowledge about sustainability that are desirable for students to achieve as they graduate with a bachelor’s degree, as well as sustainability-related competencies to be obtained during a master’s degree, and on-the-job, prior to professional licensure. Different pedagogies are better suited to help students attain these levels of cognitive ability, while also developing affective outcomes. This paper provides examples of different methods that have been used at one institution to educate engineering students about sustainability, supported with data that indicates whether the method successfully achieved the targeted learning outcomes. Lectures, in-class active learning, readings, and appropriately targeted homework assignments can achieve basic sustainability knowledge and comprehension by requiring students to define, identify, and explain aspects of sustainability. Case studies and the application of software tools are good methods to achieve application and analysis competencies. Project-based learning (PBL and project-based service-learning (PBSL design projects can reach the synthesis level and may also develop affective outcomes related to sustainability. The results provide examples that may apply to a wider range of disciplines and suggest sustainability outcomes that are particularly difficult to teach and/or assess.

A Review of Psychometric Data Analysis and Applications in Modelling of Academic Achievement in Tertiary Education

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Gray, Geraldine; McGuinness, Colm; Owende, Philip; Carthy, Aiden

2014-01-01

Increasing college participation rates, and diversity in student population, is posing a challenge to colleges in their attempts to facilitate learners achieve their full academic potential. Learning analytics is an evolving discipline with capability for educational data analysis that could enable better understanding of learning process, and…

The Use of a Mobile Learning Management System at an Online University and Its Effect on Learning Satisfaction and Achievement

OpenAIRE

Won Sug Shin; Minseok Kang

2015-01-01

This study investigates online students’ acceptance of mobile learning and its influence on learning achievement using an information system success and extended technology acceptance model (TAM). Structural equation modeling was used to test the structure of individual, social, and systemic factors influencing mobile learning’s acceptance, and how said acceptance influences learning satisfaction and achievement. Unlike earlier TAM-related research that did not provide a broad view of technol...

The Effect of Mobile Learning Applications on Students' Academic Achievement and Attitudes toward Mobile Learning

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Demir, Kadir; Akpinar, Ercan

2018-01-01

This study examines the effect of mobile learning applications on undergraduate students' academic achievement, attitudes toward mobile learning and animation development levels. Quasi-experimental design was used in the study. Participants of the study were students of the Buca Faculty of Education at Dokuz Eylul University in Turkey. The…

Seminari Internacional: e-Learning around the World: Achievements, Challenges and Broken Promises

OpenAIRE

Planell Estany, Josep A.

2013-01-01

Discurs del rector de la Universitat Oberta de Catalunya, Josep A. Planell Estany, amb motiu del Seminari Internacional: e-­Learning around the World: Achievements, Challenges and Broken Promises. Discurso del rector de la Universitat Oberta de Catalunya, Josep A. Planell Estany, con motivo del Seminario Internacional: ¿e­-Learning around the World: Achievements, Challenges and Broken Promises. Speech by the president of the Universitat Oberta de Catalunya, Josep A. Planell Estany, on t...

Learning Analytics and Educational Data Mining in Practice: A Systematic Literature Review of Empirical Evidence

Science.gov (United States)

Papamitsiou, Zacharoula; Economides, Anastasios A.

2014-01-01

This paper aims to provide the reader with a comprehensive background for understanding current knowledge on Learning Analytics (LA) and Educational Data Mining (EDM) and its impact on adaptive learning. It constitutes an overview of empirical evidence behind key objectives of the potential adoption of LA/EDM in generic educational strategic…

The Effect of Learning Based on Technology Model and Assessment Technique toward Thermodynamic Learning Achievement

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Makahinda, T.

2018-02-01

The purpose of this research is to find out the effect of learning model based on technology and assessment technique toward thermodynamic achievement by controlling students intelligence. This research is an experimental research. The sample is taken through cluster random sampling with the total respondent of 80 students. The result of the research shows that the result of learning of thermodynamics of students who taught the learning model of environmental utilization is higher than the learning result of student thermodynamics taught by simulation animation, after controlling student intelligence. There is influence of student interaction, and the subject between models of technology-based learning with assessment technique to student learning result of Thermodynamics, after controlling student intelligence. Based on the finding in the lecture then should be used a thermodynamic model of the learning environment with the use of project assessment technique.

Can machine learning on learner analytics produce a predictive model on student performance?

OpenAIRE

Busch, John; Hanna, Philip; O'Neill, Ian; McGowan, Aidan; Collins, Matthew

2017-01-01

The aim of this research is to analysis past student learner analytics using machine learning algorithms that had undertaken a web development and programming module. By specifically using the access and error web server logs from each student web server it provides a deeper learner analytic data. The web server logs every web file access and error access from a browser so in turn each data file can directly relate to a student's engagement level and assessment strategy. Each log holds severa...

Leveraging the Power of Experiential Learning to Achieve Higher-Order Proficiencies

Science.gov (United States)

Henderson, Amy

2018-01-01

Although experiential learning approaches, such as service-learning, have been shown to increase student motivation and academic achievement, faculty concerns about the costs of developing and implementing such courses have limited their adoption within economics. One cost that can be eliminated is the opportunity cost typically associated with…

Power Users and Patchworking – an Analytical Approach to Critical Studies of Young People’s Learning with Digital Media

DEFF Research Database (Denmark)

Ryberg, Thomas; Dirckinck-Holmfeld, Lone

2008-01-01

This paper sets out to problematize generational categories such as ‘Power Users’ or ‘New Millennium Learners’ by discussing these in the light of recent research on youth and ICT. We then suggest analytic and conceptual pathways to engage in more critical and empirically founded studies of young...... people’s learning in technology and media-rich settings. Based on a study of a group of young ‘Power Users’ it is argued, that conceptualising and analysing learning as a process of patchworking can enhance our knowledge of young people’s learning in such settings. We argue that the analytical approach...... gives us ways of critically investigating young people’s learning in technology and media-rich settings, and study if these are processes of critical, reflexive enquiry where resources are creatively re-appropriated. With departure in an analytical example the paper presents the proposed metaphor...

Expectancy as a mediator of the relation between learning strategies and academic achievement among university students

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Shurbanovska Orhideja

2013-01-01

Full Text Available The aim of this study was to explore the mediation role of the expectancy component of motivation (self-efficacy and control beliefs for learning in the relationship between learning strategies (cognitive, meta-cognitive, resource management strategies and academic achievement. The sample consisted of 155 university students (85 psychology students and 70 architecture students. Learning strategies section from the MSLQ (Motivated Strategies for Learning Questionnaire was taken to assess the extent of learning strategies usage during exam preparation. Motivation for learning was measured by the Expectancy scale as a part of the Motivation section of the MSLQ. Mediation analysis was used for data processing. Following the proposed steps for mediation effect testing, a series of regression analyses was conducted: first, the expectancy component of motivation was regressed on learning strategies; second, academic achievement was regressed on learning strategies; and third, academic achievement was regressed on the expectancy component of motivation. It was found that learning strategies influence academic achievement indirectly through the expectancy component of motivation (Sobel test=2.18; p=.029. It is emphasized that students should be encouraged to use learning strategies in knowledge acquisition.

Dogs’ Body Language Relevant to Learning Achievement

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Hasegawa, Masashi; Ohtani, Nobuyo; Ohta, Mitsuaki

2014-01-01

Simple Summary For humans and dogs to live together amiably, dog training is required, and a lack of obedience training is significantly related to the prevalence of certain behavioral problems. To train efficiently, it is important that the trainer/owner ascertains the learning level of the dog. Understanding the dog’s body language helps humans understand the animal’s emotions. This study evaluated the posture of certain dog body parts during operant conditioning. Our findings suggest that certain postures were related to the dog’s learning level during operant conditioning. Being aware of these postures could be helpful to understand canine emotion during learning. Abstract The facial expressions and body postures of dogs can give helpful information about their moods and emotional states. People can more effectively obedience train their dogs if we can identify the mannerisms associated with learning in dogs. The aim of this study was to clarify the dog’s body language during operant conditioning to predict achievement in the test that followed by measuring the duration of behaviors. Forty-six untrained dogs (17 males and 26 females) of various breeds were used. Each session consisted of 5 minutes of training with a treat reward followed by 3 minutes of rest and finally an operant conditioning test that consisted of 20 “hand motion” cues. The operant tests were conducted a total of nine times over three consecutive days, and the success numbers were counted. The duration of the dog’s behavior, focusing on the dog’s eyes, mouth, ears, tail and tail-wagging, was recorded during the operant conditioning sessions before the test. Particular behaviors, including wide-eyes, closed mouth, erect ears, and forward and high tail carriage, without wagging or with short and quick wagging, related to high achievement results. It is concluded that dogs' body language during operant conditioning was related to their success rate. PMID:26479883

Serious Gaming Analytics: What Students´ Log Files Tell Us about Gaming and Learning

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Wim Westera

2014-06-01

Full Text Available In this paper we explore existing log files of the VIBOA environmental policy game. Our aim is to identify relevant player behaviours and performance patterns. The VIBOA game is a 50 hours master level serious game that supports inquiry-based learning: students adopt the role of an environmental consultant in the (fictitious consultancy agency VIBOA, and have to deal with complex, multi-faceted environmental problems in an academic and methodologically sound way. A sample of 118 master students played the game. We used learning analytics to extract relevant data from the logging and find meaningful patterns and relationships. We observed substantial behavioural variability across students. Correlation analysis suggest a behavioural trade that reflects the rate of “switching” between different game objects or activities. We were able to establish a model that uses switching indicators as predictors for the efficiency of learning. Also we found slight evidence that students who display increased switching behaviours need more time to complete the games.  We conclude the paper by critically evaluating our findings, making explicit the limitations of our study and making suggestions for future research that links together learning analytics and serious gaming.

Think Pair Share (TPS as Method to Improve Student’s Learning Motivation and Learning Achievement

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Hetika Hetika

2018-03-01

Full Text Available This research aims to find out the application of Think Pair Share (TPS learning method in improving learning motivation and learning achievement in the subject of Introduction to Accounting I of the Accounting Study Program students of Politeknik Harapan Bersama. The Method of data collection in this study used observation method, test method, and documentation method. The research instruments used observation sheet, questionnaire and test question. This research used Class Action Research Design which is an action implementation oriented research, with the aim of improving quality or problem solving in a group by carefully and observing the success rate due to the action. The method of analysis used descriptive qualitative and quantitative analysis method. The results showed that the application of Think Pair Share Learning (TPS Method can improve the Learning Motivation and Achievement. Before the implementation of the action, the obtained score is 67% then in the first cycle increases to 72%, and in the second cycle increasws to 80%. In addition, based on questionnaires distributed to students, it also increases the score of Accounting Learning Motivation where the score in the first cycle of 76% increases to 79%. In addition, in the first cycle, the score of pre test and post test of the students has increased from 68.86 to 76.71 while in the second cycle the score of pre test and post test of students has increased from 79.86 to 84.86.

Exploring Differences between Self-Regulated Learning Strategies of High and Low Achievers in Open Distance Learning

Science.gov (United States)

Geduld, Bernadette

2016-01-01

Open distance students differ in their preparedness for higher education studies. Students who are less self-regulated risk failure and drop out in the challenging milieu of open distance learning. In this study, the differences between the application of self-regulated learning strategies by low and high achievers were explored. A multi-method…

The Effect of Using Cooperative Learning Method on Tenth Grade Students' Learning Achievement and Attitude towards Biology

Science.gov (United States)

Rabgay, Tshewang

2018-01-01

The study investigated the effect of using cooperative learning method on tenth grade students' learning achievement in biology and their attitude towards the subject in a Higher Secondary School in Bhutan. The study used a mixed method approach. The quantitative component included an experimental design where cooperative learning was the…

Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load.

Science.gov (United States)

Küçük, Sevda; Kapakin, Samet; Göktaş, Yüksel

2016-10-01

Augmented reality (AR), a new generation of technology, has attracted the attention of educators in recent years. In this study, a MagicBook was developed for a neuroanatomy topic by using mobile augmented reality (mAR) technology. This technology integrates virtual learning objects into the real world and allow users to interact with the environment using mobile devices. The purpose of this study was to determine the effects of learning anatomy via mAR on medical students' academic achievement and cognitive load. The mixed method was applied in the study. The random sample consisted of 70 second-year undergraduate medical students: 34 in an experimental group and 36 in a control group. Academic achievement test and cognitive load scale were used as data collection tool. A one-way MANOVA test was used for analysis. The experimental group, which used mAR applications, reported higher achievement and lower cognitive load. The use of mAR applications in anatomy education contributed to the formation of an effective and productive learning environment. Student cognitive load decreased as abstract information became concrete in printed books via multimedia materials in mAR applications. Additionally, students were able to access the materials in the MagicBook anytime and anywhere they wanted. The mobile learning approach helped students learn better by exerting less cognitive effort. Moreover, the sensory experience and real time interaction with environment may provide learning satisfaction and enable students to structure their knowledge to complete the learning tasks. Anat Sci Educ 9: 411-421. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Playing to Investigate the Relationship Between Achievement and the Perception of learning

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Steven Boyd

2018-03-01

Full Text Available This paper investigates the relationship between achievement and the perception of enjoyment and learning through the serious game, Playing Property.Playing Property is an audience response game forming the basis of workshops to engage junior high students, of 13 to 15 years old, and enhance their knowledge of property investment. The investigation extends to the analysis of trends in audience response decisions from 14 workshops, conducted over three consecutive years.Emerging findings present significant associations between enjoyment and the perception of learning. The relationship between achievement, measured in accumulated game score, and the responders’ perception of enjoyment is present but less significant. Further analysis supports a deeper relationship between play and learning, one where competition and other game play attributes are more effective in engagement than point scoring or rewarding.A more detailed evaluation may include staged testing of what may be learned and how well that learning endures, in comparison with other forms of teaching.

Give Me a Customizable Dashboard: Personalized Learning Analytics Dashboards in Higher Education

Science.gov (United States)

Roberts, Lynne D.; Howell, Joel A.; Seaman, Kristen

2017-01-01

With the increased capability of learning analytics in higher education, more institutions are developing or implementing student dashboards. Despite the emergence of dashboards as an easy way to present data to students, students have had limited involvement in the dashboard development process. As part of a larger program of research examining…

Introverts, Extroverts, and Achievement in a Distance Learning Environment

Science.gov (United States)

Offir, Baruch; Bezalel, Rachel; Barth, Ingrid

2007-01-01

Although difficulties that characterize distance learning (DL) clearly have differential effects on different learners, links between barrier research and individual differences remain relatively unexplored. This study examined the relationship between cognitive style, based on Jung's (1971) theory, and achievement levels among 77 university…

Effects of the Digital Game-Development Approach on Elementary School Students' Learning Motivation, Problem Solving, and Learning Achievement

Science.gov (United States)

Chu, Hui-Chun; Hung, Chun-Ming

2015-01-01

In this study, the game-based development approach is proposed for improving the learning motivation, problem solving skills, and learning achievement of students. An experiment was conducted on a learning activity of an elementary school science course to evaluate the performance of the proposed approach. A total of 59 sixth graders from two…

Storytelling in the digital world: achieving higher-level learning objectives.

Science.gov (United States)

Schwartz, Melissa R

2012-01-01

Nursing students are not passive media consumers but instead live in a technology ecosystem where digital is the language they speak. To prepare the next generation of nurses, educators must incorporate multiple technologies to improve higher-order learning. The author discusses the evolution and use of storytelling as part of the digital world and how digital stories can be aligned with Bloom's Taxonomy so that students achieve higher-level learning objectives.

The Effects of Brain-Based Learning on the Academic Achievement of Students with Different Learning Styles

Science.gov (United States)

Duman, Bilal

2010-01-01

The purpose of the present study is to investigate the effects of Brain-based learning (BBL) on the academic achievement of students with different learning styles. The study group consists of students from the department of Social Sciences Teacher Education in the Faculty of Education at Mugla University (N=68). In the study, a pre-test-post-test…

The Role of Pre-School Education on Learning Achievement at Primary Level in Bangladesh

Science.gov (United States)

Nath, Samir Ranjan

2012-01-01

This paper examines the impact of pre-school education on learning achievement at primary level in Bangladesh. Evidence from learning achievement test and household and school-related data were obtained from 7093 pupils attending 440 primary schools in Bangladesh. Findings suggest that a small proportion (15.3%) of primary school pupils attended…

Clinical anatomy e-cases: a five-year follow-up of learning analytics.

Science.gov (United States)

Perumal, Vivek; Butson, Russell; Blyth, Phil; Daniel, Ben

2017-01-27

This article explores the development and user experiences of a supplementary e-learning resource (clinical anatomy e-cases) for medical students, across a five-year teaching period. A series of online supplementary e-learning resources (the clinical anatomy e-cases) were developed and introduced to the regional and clinical anatomy module of the medicine course. Usage analytics were collected online from a cohort of third-year medical students and analysed to gain a better understanding of how students utilised these resources. Key results showed that the students used the supplementary learning resource during and outside regular teaching hours that includes a significant access during holidays. Analysis also suggested that the resources were frequently accessed during examination periods and during subsequent clinical study years (fourth or fifth years of medicine course). Increasing interest and positive feedback from students has led to the development of a further series of e-cases. Tailor-made e-learning resources promote clinical anatomy learning outside classroom hours and make supplementary learning a 24/7 task.

Can Learning a Foreign Language Foster Analytic Thinking?-Evidence from Chinese EFL Learners' Writings.

Science.gov (United States)

Jiang, Jingyang; Ouyang, Jinghui; Liu, Haitao

2016-01-01

Language is not only the representation of thinking, but also shapes thinking. Studies on bilinguals suggest that a foreign language plays an important and unconscious role in thinking. In this study, a software-Linguistic Inquiry and Word Count 2007-was used to investigate whether the learning of English as a foreign language (EFL) can foster Chinese high school students' English analytic thinking (EAT) through the analysis of their English writings with our self-built corpus. It was found that: (1) learning English can foster Chinese learners' EAT. Chinese EFL learners' ability of making distinctions, degree of cognitive complexity and degree of thinking activeness have all improved along with the increase of their English proficiency and their age; (2) there exist differences in Chinese EFL learners' EAT and that of English native speakers, i. e. English native speakers are better in the ability of making distinctions and degree of thinking activeness. These findings suggest that the best EFL learners in high schools have gained native-like analytic thinking through six years' English learning and are able to switch their cognitive styles as needed.

The effect of team accelerated instruction on students’ mathematics achievement and learning motivation

Science.gov (United States)

Sri Purnami, Agustina; Adi Widodo, Sri; Charitas Indra Prahmana, Rully

2018-01-01

This study aimed to know the improvement of achievement and motivation of learning mathematics by using Team Accelerated Instruction. The research method used was the experiment with descriptive pre-test post-test experiment. The population in this study was all students of class VIII junior high school in Jogjakarta. The sample was taken using cluster random sampling technique. The instrument used in this research was questionnaire and test. Data analysis technique used was Wilcoxon test. It concluded that there was an increase in motivation and student achievement of class VII on linear equation system material by using the learning model of Team Accelerated Instruction. Based on the results of the learning model Team Accelerated Instruction can be used as a variation model in learning mathematics.

Parental involvement, adolescents' self-determined learning and academic achievement in Urban China.

Science.gov (United States)

Wang, Hongyu; Cai, Tianji

2017-02-01

Self-determined learning is essential to academic success. The motivational resources development model argues that parents promote academic success in their children indirectly by nurturing self-determined learner. In this study, applying a structural equation modelling and using data collected from 8th graders in Zhuhai, China (n = 1009) in 2012, we aim to answer 2 research questions: (a) What forms of parental involvement are highly correlated with self-determined learning and (b) Can self-determined learning fully mediate the relationship between parental involvement and students' academic performance? We find that parental leisure involvement is positively and significantly associated with the development of self-determined learning, which in turn is significantly and positively correlated with academic achievement. Parental provision of structure or parental academic assistance is not significantly associated with students' self-regulation and students' academic achievement. © 2015 International Union of Psychological Science.

Learning Analytics for Networked Learning Models

Science.gov (United States)

Joksimovic, Srecko; Hatala, Marek; Gaševic, Dragan

2014-01-01

Teaching and learning in networked settings has attracted significant attention recently. The central topic of networked learning research is human-human and human-information interactions occurring within a networked learning environment. The nature of these interactions is highly complex and usually requires a multi-dimensional approach to…

Cooperative learning using simulation to achieve mastery of nasogastric tube insertion.

Science.gov (United States)

Cason, Melanie Leigh; Gilbert, Gregory E; Schmoll, Heidi H; Dolinar, Susan M; Anderson, Jane; Nickles, Barbara Marshburn; Pufpaff, Laurie A; Henderson, Ruth; Lee, Frances Wickham; Schaefer, John J

2015-03-01

Traditionally, psychomotor skills training for nursing students involves didactic instruction followed by procedural review and practice with a task trainer, manikin, or classmates. This article describes a novel method of teaching psychomotor skills to associate degree and baccalaureate nursing students, Cooperative Learning Simulation Skills Training (CLSST), in the context of nasogastric tube insertion using a deliberate practice-to-mastery learning model. Student dyads served as operator and student learner. Automatic scoring was recorded in the debriefing log. Student pairs alternated roles until they achieved mastery, after which they were assessed individually. Median checklist scores of 100% were achieved by students in both programs after one practice session and through evaluation. Students and faculty provided positive feedback regarding this educational innovation. CLSST in a deliberate practice-to-mastery learning paradigm offers a novel way to teach psychomotor skills in nursing curricula and decreases the instructor-to-student ratio. Copyright 2015, SLACK Incorporated.

Garrison's model of self-directed learning: preliminary validation and relationship to academic achievement.

Science.gov (United States)

Abd-El-Fattah, Sabry M

2010-11-01

In this project, 119 undergraduates responded to a questionnaire tapping three psychological constructs implicated in Garrison's model of self-directed learning: self-management, self-monitoring, and motivation. Mediation analyses showed that these psychological constructs are interrelated and that motivation mediates the relationship between self-management and self-monitoring. Path modeling analyses revealed that self-management and self-monitoring significantly predicted academic achievement over two semesters with self-management being the strongest predictor. Motivation significantly predicted academic achievement over the second semester only. Implications of these findings for self-directed learning and academic achievement in a traditional classroom setting are discussed.

Analytics for Education

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MacNeill, Sheila; Campbell, Lorna M.; Hawksey, Martin

2014-01-01

This article presents an overview of the development and use of analytics in the context of education. Using Buckingham Shum's three levels of analytics, the authors present a critical analysis of current developments in the domain of learning analytics, and contrast the potential value of analytics research and development with real world…

Self-regulated learning strategies used in surgical clerkship and the relationship with clinical achievement.

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Turan, Sevgi; Konan, Ali

2012-01-01

Self-regulated learning indicates students' skills in controlling their own learning. Self-regulated learning, which a context-specific process, emphasizes autonomy and control. Students gain more autonomy with respect to learning in the clinical years. Examining the self-regulated learning skills of students in this period will provide important clues about the level at which students are ready to use these skills in real-life conditions. The self-regulated learning strategies used by medical students in surgical clerkship were investigated in this study and their relation with clinical achievement was analyzed. The study was conducted during the surgery clerkship of medical students. The participation rate was 94% (309 students). Motivated Strategies for Learning Questionnaire (MSLQ), a case-based examination, Objective Structured Clinical Examination (OSCE), and tutor evaluations for assessing achievement were used. The relationship between the Motivated Strategies for Learning Questionnaire scores of the students and clinical achievement was analyzed with multilinear regression analysis. The findings showed that students use self-regulated learning skills at medium levels during their surgery clerkship. A relationship between these skills and OSCE scores and tutor evaluations was determined. OSCE scores of the students were observed to increase in conjunction with increased self-efficacy levels. However, as students' beliefs regarding control over learning increased, OSCE scores decreased. No significant relationship was defined between self-regulated learning skills and case-based examination scores. We observed that a greater self-efficacy for learning resulted in higher OSCE scores. Conversely, students who believe that learning is a result of their own effort had lower OSCE scores. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Assuring Student Learning Outcomes Achievement through Faculty Development: An Online University Example

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Lewis, Shelia; Ewing, Christopher

2016-01-01

Asynchronous discussions in the online teaching and learning environment significantly contributes to the achievement of student learning outcomes, which is dependent upon qualified and engaged faculty members. The discourse within this article addresses how an online university conducted faculty development through its unique Robust Learning…

Learning Analytics and Digital Badges: Potential Impact on Student Retention in Higher Education

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Mah, Dana-Kristin

2016-01-01

Learning analytics and digital badges are emerging research fields in educational science. They both show promise for enhancing student retention in higher education, where withdrawals prior to degree completion remain at about 30% in Organisation for Economic Cooperation and Development member countries. This integrative review provides an…

Problem-based learning through field investigation: Boosting questioning skill, biological literacy, and academic achievement

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Suwono, Hadi; Wibowo, Agung

2018-01-01

Biology learning emphasizes problem-based learning as a learning strategy to develop students ability in identifying and solving problems in the surrounding environment. Problem identification skills are closely correlated with questioning skills. By holding this skill, students tend to deliver a procedural question instead of the descriptive one. Problem-based learning through field investigation is an instruction model which directly exposes the students to problems or phenomena that occur in the environment, and then the students design the field investigation activities to solve these problems. The purpose of this research was to describe the improvement of undergraduate biology students on questioning skills, biological literacy, and academic achievement through problem-based learning through field investigation (PBFI) compared with the lecture-based instruction (LBI). This research was a time series quasi-experimental design. The research was conducted on August - December 2015 and involved 26 undergraduate biology students at the State University of Malang on the Freshwater Ecology course. The data were collected during the learning with LBI and PBFI, in which questioning skills, biological literacy, and academic achievement were collected 3 times in each learning model. The data showed that the procedural correlative and causal types of questions are produced by the students to guide them in conducting investigations and problem-solving in PBFI. The biological literacy and academic achievement of the students at PBFI are significantly higher than those at LBI. The results show that PBFI increases the questioning skill, biological literacy, and the academic achievement of undergraduate biology students.

INFLUENCE OF LEARNING STRATEGIES ON LEARNING STYLES: THEIR IMPACT ON ACADEMIC ACHIEVEMENT OF COLLEGE STUDENTS FROM BUENOS AIRES

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Agustín Freiberg-Hoffmann

2017-02-01

Full Text Available Frequently, college students have issues to learn academic contents included in the subjects of their courses. Such low quality learning is reflected in failures and academic dropout, therefore being matters of concern for teachers and governments. Learning processes in college depend, in part, on the coincidence between teaching methods and students’ learning styles. They are defined as the preference of students when they have to deal with information, particularly the way to perceive it and process it. Learning styles can be trained by the repeated use of specific learning strategies. In such cases, when learning styles coincide with the learning context in order to facilitate the acquisition of new knowledge and its integration with previous information, academic success can be achieved more naturally. To get this match it is required from teachers to adapt their styles and strategies to their students’ learning preferences. Other alternative rests on the design of actions to train students in the use of the appropriate learning styles able to enhance learning. Focused on the second option, the present study aims at: 1 the description of the influence of different learning strategies on each learning style, and 2 the analysis of the way each style explains students’ academic achievement. A transversal, non-experimental, explicative design was employed. 763 college students from Buenos Aires with ages ranging from 17 to 36 years were included in the sample. Locally adapted versions of the Honey-Alonso Questionnaire of Learning Styles -CHAEA as its Spanish acronym-, and Learning and Study Strategies Inventory –LASSI- were used for data gathering. Results showed that the Accommodating style is explained positively and significantly by the Collaborative Learning, Resources for Learning and Information 2.0 Management Competence strategies. Besides, it is observed that the strategies Collaborative Learning, Resources for Learning and

The flipped classroom: A learning model to increase student engagement not academic achievement

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Masha Smallhorn

2017-07-01

Full Text Available A decrease in student attendance at lectures both nationally and internationally, has prompted educators to re-evaluate their teaching methods and investigate strategies which promote student engagement. The flipped classroom model, grounded in active learning pedagogy, transforms the face-to-face classroom. Students prepare for the flipped classroom in their own time by watching short online videos and completing readings. Face-to-face time is used to apply learning through problem-solving with peers. To improve the engagement and learning outcomes of our second year cohort, lectures were replaced with short online videos and face-to-face time was spent in a flipped classroom. The impact of the flipped classroom was analysed through surveys, attendance records, learning analytics and exam data before and after the implementation of the flipped classroom. Results suggest an increase in student engagement and a positive attitude towards the learning method. However, there were no measurable increases in student learning outcomes.

When high achievers and low achievers work in the same group: the roles of group heterogeneity and processes in project-based learning.

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Cheng, Rebecca Wing-yi; Lam, Shui-fong; Chan, Joanne Chung-yan

2008-06-01

There has been an ongoing debate about the inconsistent effects of heterogeneous ability grouping on students in small group work such as project-based learning. The present research investigated the roles of group heterogeneity and processes in project-based learning. At the student level, we examined the interaction effect between students' within-group achievement and group processes on their self- and collective efficacy. At the group level, we examined how group heterogeneity was associated with the average self- and collective efficacy reported by the groups. The participants were 1,921 Hong Kong secondary students in 367 project-based learning groups. Student achievement was determined by school examination marks. Group processes, self-efficacy and collective efficacy were measured by a student-report questionnaire. Hierarchical linear modelling was used to analyse the nested data. When individual students in each group were taken as the unit of analysis, results indicated an interaction effect of group processes and students' within-group achievement on the discrepancy between collective- and self-efficacy. When compared with low achievers, high achievers reported lower collective efficacy than self-efficacy when group processes were of low quality. However, both low and high achievers reported higher collective efficacy than self-efficacy when group processes were of high quality. With 367 groups taken as the unit of analysis, the results showed that group heterogeneity, group gender composition and group size were not related to the discrepancy between collective- and self-efficacy reported by the students. Group heterogeneity was not a determinant factor in students' learning efficacy. Instead, the quality of group processes played a pivotal role because both high and low achievers were able to benefit when group processes were of high quality.

An Augmented Reality-Based Mobile Learning System to Improve Students' Learning Achievements and Motivations in Natural Science Inquiry Activities

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Chiang, Tosti H. C.; Yang, Stephen J. H.; Hwang, Gwo-Jen

2014-01-01

In this study, an augmented reality-based mobile learning system is proposed for conducting inquiry-based learning activities. An experiment has been conducted to examine the effectiveness of the proposed approach in terms of learning achievements and motivations. The subjects were 57 fourth graders from two classes taught by the same teacher in…

[Perceptions of classroom goal structures, personal achievement goal orientations, and learning strategies].

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Miki, Kaori; Yamauchi, Hirotsugu

2005-08-01

We examined the relations among students' perceptions of classroom goal structures (mastery and performance goal structures), students' achievement goal orientations (mastery, performance, and work-avoidance goals), and learning strategies (deep processing, surface processing and self-handicapping strategies). Participants were 323 5th and 6th grade students in elementary schools. The results from structural equation modeling indicated that perceptions of classroom mastery goal structures were associated with students' mastery goal orientations, which were in turn related positively to the deep processing strategies and academic achievement. Perceptions of classroom performance goal stractures proved associated with work avoidance-goal orientations, which were positively related to the surface processing and self-handicapping strategies. Two types of goal structures had a positive relation with students' performance goal orientations, which had significant positive effects on academic achievement. The results of this study suggest that elementary school students' perceptions of mastery goal structures are related to adaptive patterns of learning more than perceptions of performance goal structures are. The role of perceptions of classroom goal structure in promoting students' goal orientations and learning strategies is discussed.

Examining the Effect of Academic Procrastination on Achievement Using LMS Data in E-Learning

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You, Ji Won

2015-01-01

This study aimed to investigate the effect of academic procrastination on e-learning course achievement. Because all of the interactions among students, instructors, and contents in an e-learning environment were automatically recorded in a learning management system (LMS), procrastination such as the delays in weekly scheduled learning and late…

Is Blended e-Learning as Measured by an Achievement Test and Self-Assessment Better than Traditional Classroom Learning for Vocational High School Students?

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Chi-Cheng Chang

2014-04-01

Full Text Available The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment. Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (n = 33 which studied through blended e-learning or the control group (n = 32 which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a there were no significant differences in achievement test scores between blended e-learning and traditional learning; (b students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c students’ scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students’ achievement test scores, but significantly affected their self-assessment scores.

Relationships among student attitudes, motivation, learning styles, learning strategies, patterns of learning, and achievement: A formative evaluation of distance education via Web-based courses

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Shih, Ching-Chun

The World Wide Web (WWW) is the latest in a long line of educational technologies, and the list of courses on it is growing daily. Formative evaluations would help educators enhance teaching and learning in Web-based courses. This study analyzed the relationships between student achievement and the following variables: attitudes, motivation, learning strategies, patterns of learning, learning styles, and selected demographics. It was a population study that included 99 students taking two non-major introductory biology courses offered over the WWW by Iowa State University in the fall of 1997. Seventy-four (75%) students completed a learning style test, an on-line questionnaire, and received a grade by the end of the semester. The learning style test was the Group Embedded Figures Test (GEFT), which classified students as either field-dependent or field-independent. The on-line questionnaire consisted of four scales (attitude, motivation, learning strategies, and patterns of learning), whose pilot-test reliabilities ranged from .71 to .91. The selected demographic variables were gender, class level, previous experience in subject area, hours per week studying and working, computer access, and types of students as off-campus, on-campus, or adult students. Over two-thirds of the students taking the Web-based courses were field-independent learners; however, there were no significant differences (.05 level) in achievement by learning style. Also, different backgrounds of students with different learning styles learned equally well in Web-based courses. The students enjoyed the convenience and self-controlled learning pace and were motivated by competition and high expectations in Web-based learning. They used most the learning strategies of finding important ideas from lectures and memorizing key words of important concepts and least the learning strategy of making charts or tables to organize the material. They seemed more interested in checking their grades than in

Placement and Achievement of Urban Hispanic Middle Schoolers with Specific Learning Disabilities

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Barrocas, Lisa; Cramer, Elizabeth D.

2014-01-01

This study examined achievement gains in reading and math for Hispanic middle school students with specific learning disabilities in inclusive versus segregated settings in a large urban school district. The authors report learning gains for students with and without disabilities in inclusive versus segregated settings. Results indicate no…

Effects of an Intervention on Math Achievement for Students with Learning Disabilities

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Kitchens, Vivian D.

2012-01-01

Students with learning disabilities score lower than other at-risk groups on state standardized assessment tests. Educators are searching for intervention strategies to improve math achievement for students with learning disabilities. Using the theoretical framework of behaviorism, the purpose of this quantitative one group pre post test design…

Achievement Motivation and Academic Motivation among Students of Kermanshah University of Medical Sciences in 2013

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Firoozeh Khamoushi; Arash Parsa Moghaddam; Mahtab Sadeghi; Ali Akbar Parvizifard; Akram Ahmadzadeh

2016-01-01

Introduction: Students are often similar in terms of learning ability and talent. However, there are remarkable differences in their academic performance during their schooling, which can be due to the differences in their academic motivation and achievement motivation. The current study was carried out to compare achievement motivation and academic achievement among the students of Kermanshah University of Medical Sciences (KUMS) in 2013. Methods: In this descriptive Analytical cross-sec...

The effect of teaching based on dominant learning style on nursing students' academic achievement.

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Vizeshfar, Fatemeh; Torabizadeh, Camellia

2018-01-01

The recognition of learning styles and teaching based on that recognition will help lecturers use suitable methods of teaching. The aim of this study was to evaluate the effect of education based on dominant learning styles on the academic achievement of nursing students. The population of this quasi-experimental research consisted of 40 third-semester nursing students. The data were collected by using Kolb's Learning Style questionnaire. To determine the dominant learning style of the students, the researchers had them take a pre-test; then, based on the dominant learning style, the students were taught through group discussion. A formative exam and a summative exam were taken. The most and least preferred learning styles of the participants were the divergent style and the assimilative style respectively. Education based on learning styles, particularly for college students, can not only enhance students' academic achievement and teachers' professional satisfaction, but can help with training professional nurses. Copyright © 2017 Elsevier Ltd. All rights reserved.

Are High Achievers Successful in Collaborative Learning? An Explorative Study of College Students' Learning Approaches in Team Project-Based Learning

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Lee, Hye-Jung; Kim, Hyekyung; Byun, Hyunjung

2017-01-01

This study analyses how high-achieving students approach team project-based learning (TPBL) and aims to identify the implications and challenges of TPBL practice in higher education. After interviewing 32 high-achieving students and surveying 1022 additional students at a South Korean university, we found that four factors were particularly…

The Relation between Lifelong Learning Tendency and Achievement Motivation

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Yilmaz, Emrullah; Kaygin, Hüseyin

2018-01-01

The aim of this study is to reveal the relation between lifelong learning tendency and achievement motivation. The sampling of the study consisted of 570 prospective teachers attending a pedagogical formation course at two universities in Turkey in 2016. Relational screening model was used in the study and the data were collected through…

Social Learning Analytics in Higher Education. An Experience at the Primary Education Stage

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Díaz-Lázaro, José Javier; Fernández, Isabel M. Solano; del Mar Sánchez Vera, María

2017-01-01

The concept of Learning Analytics, as we understand it today, is relatively new but the practice of evaluating user behavior is not innovative. For years, technological development, along with other educational aspects, have encouraged, developed and facilitated this practice as a way of providing a personalized quality experience to students. The…

Cooperative Learning Effects on Achievement and Community of Inquiry in Online Education

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Oyarzun, Beth Allred; Morrison, Gary R.

2013-01-01

While distance education continues to grow in higher education, students express the concern that they feel isolated. The purpose of this study was to determine if the implementation of a cooperative learning strategy would affect social presence and achievement. Each group completed an individual assignment and a cooperative learning assignment…

The Use of a Mobile Learning Management System at an Online University and Its Effect on Learning Satisfaction and Achievement

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Shin, Won Sug; Kang, Minseok

2015-01-01

This study investigates online students' acceptance of mobile learning and its influence on learning achievement using an information system success and extended technology acceptance model (TAM). Structural equation modeling was used to test the structure of individual, social, and systemic factors influencing mobile learning's acceptance, and…

An Intentional Approach to Achieving Learning Outcomes during a Youth Leadership Residential Program

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Jeremy Green

2012-09-01

Full Text Available The High Desert Leadership Retreat (HDLR is an annual four-day youth conference which incorporates positive youth development practices to build life skills and increase youth leadership capacity. There are numerous examples in youth development literature of program models and associated outcomes. However, few studies have articulated which aspects of a conference contribute to the achievement of learning outcomes. By utilizing proven program evaluation methods, the achievement of learning outcomes was measured during both formal and informal conference sessions.

Professional Learning Communities: Teachers' Perceptions and Student Achievement

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Peters, Erica

2013-01-01

Professional Learning Communities (PLC's) are designed to help schools improve student achievement; all decisions are based on the needs of students. PLC's are an effective way to receive professional development (PD), allow for collaboration with fellow teachers, and offer timely intervention to all students. In a district known for PLC…

Can infants learn phonology in the lab? A meta-analytic answer.

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Cristia, Alejandrina

2018-01-01

Two of the key tasks facing the language-learning infant lie at the level of phonology: establishing which sounds are contrastive in the native inventory, and determining what their possible syllabic positions and permissible combinations (phonotactics) are. In 2002-2003, two theoretical proposals, one bearing on how infants can learn sounds (Maye, Werker, & Gerken, 2002) and the other on phonotactics (Chambers, Onishi, & Fisher, 2003), were put forward on the pages of Cognition, each supported by two laboratory experiments, wherein a group of infants was briefly exposed to a set of pseudo-words, and plausible phonological generalizations were tested subsequently. These two papers have received considerable attention from the general scientific community, and inspired a flurry of follow-up work. In the context of questions regarding the replicability of psychological science, the present work uses a meta-analytic approach to appraise extant empirical evidence for infant phonological learning in the laboratory. It is found that neither seminal finding (on learning sounds and learning phonotactics) holds up when close methodological replications are integrated, although less close methodological replications do provide some evidence in favor of the sound learning strand of work. Implications for authors and readers of this literature are drawn out. It would be desirable that additional mechanisms for phonological learning be explored, and that future infant laboratory work employ paradigms that rely on constrained and unambiguous links between experimental exposure and measured infant behavior. Copyright © 2017. Published by Elsevier B.V.

The Flipped MOOC: Using Gamification and Learning Analytics in MOOC Design—A Conceptual Approach

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Roland Klemke

2018-02-01

Full Text Available Recently, research has highlighted the potential of Massive Open Online Courses (MOOCs for education, as well as their drawbacks, which are well known. Several studies state that the main limitations of the MOOCs are low completion and high dropout rates of participants. However, MOOCs suffer also from the lack of participant engagement, personalization, and despite the fact that several formats and types of MOOCs are reported in the literature, the majority of them contain a considerable amount of content that is mainly presented in a video format. This is in contrast to the results reported in other educational settings, where engagement and active participation are identified as success factors. We present the results of a study that involved educational experts and learning scientists giving new and interesting insights towards the conceptualization of a new design approach, the flipped MOOC, applying the flipped classroom approach to the MOOCs’ design and making use of gamification and learning analytics. We found important indications, applicable to the concept of a flipped MOOC, which entails turning MOOCs from mainly content-oriented delivery machines into personalized, interactive, and engaging learning environments. Our findings support the idea that MOOCs can be enriched by the orchestration of a flipped classroom approach in combination with the support of gamification and learning analytics.

Validity of Assessment and Recognition of Non-Formal and Informal Learning Achievements in Higher Education

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Kaminskiene, Lina; Stasiunaitiene, Egle

2013-01-01

The article identifies the validity of assessment of non-formal and informal learning achievements (NILA) as one of the key factors for encouraging further development of the process of assessing and recognising non-formal and informal learning achievements in higher education. The authors analyse why the recognition of non-formal and informal…

ENHANCING STUDENTS‟ MOTIVATION AND ACHIEVEMENT IN LEARNING GRAMMAR THROUGH CONTEXTUAL TEACHING AND LEARNING THROUGH RELATING, EXPERIENCING, APPLYING, COOPERATING AND TRANSFERRING (REACT STRATEGY

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Mashlihatul Umami Umami

2017-04-01

Full Text Available This research addresses the issue of whether Contextual Teaching and Learning (CTL through REACT (Relating, Experiencing, Applying, Cooperating and Transferring strategy is able to enhance motivation and achievement of English Department students‘ in learning grammar. The researcher uses a classroom action research in which it was held for about two cycles. The instruments of collecting the data are observation, rubric, questionaire and test. The researcher analyzes the data using three steps, i.e. students‘ motivation to learn are analyzed by the sheet of observation, each of individuals is also analyzed by fulfilling the questionnaire of self assessment, the progress of students‘ motivation and achievement are all monitored by rubric assessment tool, seven components of REACT strategy in learning is also recorded by the sheets of observation and the statistical analysis using t-test measures the improvement occurred. In addition, the researcher prepares field note and questionnaire to monitor the process of learning. Based on the results of qualitative-quantitative analysis, it can be found that the use of CTL approach especially using project based and cooperative learning improves the students‘ motivation and achievement in learning grammar.

Investigating the Impact of Schools' Open Space on Learning and Educational Achievement of Elementary Students

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Abdolreza Gilavand

2016-04-01

Full Text Available Background It is obvious that most of informal learnings of social skills and constructive plays occur in school yards and play-fields where children spend much of their non-official time of teaching. This study aimed to investigate the impact of schools' open space on learning and educational achievement of elementary students in Ahvaz, Southwest of Iran. Materials and Methods At a cross-sectional study, 210 students were selected randomly as sample of study. Data collection tools included Hermance’s achievement motivation questionnaire and researcher-constructed questionnaire (observation checklist to examine the physical parameters of learning schools' open space and interviews with students. Data of study were analyzed in SPSS- 21 software. Results Results of this study showed that schools' open space has a significant impact on learning and academic achievement of elementary school students in Ahvaz- Iran (P

Structural Modeling for Influence of Mathematics Self-Concept, Motivation to Learn Mathematics and Self-Regulation Learning on Mathematics Academic Achievement

OpenAIRE

Hamideh Jafari Koshkouei; Ahmad Shahvarani; Mohammad Hassan Behzadi; Mohsen Rostamy-Malkhalifeh

2016-01-01

The present study was carried out to investigate the influence of mathematics self-concept (MSC), motivation to learn mathematics (SMOT) and self-regulation learning (SRL) on students' mathematics academic achievement. This study is of a descriptive survey type. 300 female students at the first grade of high school (the second period) in City Qods, were selected by multiple step cluster sampling method and completed MSC, SMOT and SRL questionnaires. Mathematics academic achievement was measur...

Blended Learning vs. Traditional Instruction as a Predictor of Student Achievement in New York City Public Schools

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Murray, Anthony

2017-01-01

This study explored the differences in student achievement on New York State standardized tests between blended learning and traditional instructional methodologies. Specifically, the study compared student achievement in iLearnNYC schools, to their peer schools that deliver instruction in a traditional manner. iLearnNYC is a blended learning…

STUDY OF LEARNING STYLES AND THEIR ROLES IN THE ACADEMIC ACHIEVEMENT OF THE STUDENTS OF PAYAME NOOR UNIVERSITY (PNU

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Esmaeil GHADERI

2009-04-01

Full Text Available This paper reports on a research done to study learning styles and their roles in the academic achievement of the students of Payame Noor University (PNU, Ardebli center, Iran. 184 students (90 male and 94 female students in the fourth semester are chosen as our sample using Cocran's formula and random sampling. The questionnaire memletics is used to collect data about learning styles. Reliability of this questionnaire is calculated as a=0.81 using Cronbach's alpha. Total average of students' scores in four semesters is taken as a criterion for academic achievement. Findings show that most of male students use verbal and solitary learning styles. Most of female student use aural and verbal learning styles. The academic achievement of female students is more than the academic achievement of male students. Among the students of Payame Noor University, those who use visual learning style have the greatest achievement. Students with social, aural, verbal, and solitary learning styles are in the following ranks respectively. Students with logical and physical learning styles have the least academic achievement.

The Efficacy of Problem-based Learning in an Analytical Laboratory Course for Pre-service Chemistry Teachers

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Yoon, Heojeong; Woo, Ae Ja; Treagust, David; Chandrasegaran, AL

2014-01-01

The efficacy of problem-based learning (PBL) in an analytical chemistry laboratory course was studied using a programme that was designed and implemented with 20 students in a treatment group over 10 weeks. Data from 26 students in a traditional analytical chemistry laboratory course were used for comparison. Differences in the creative thinking ability of students in both the treatment and control groups were evaluated before and at the end of the implementation of the programme, using the Torrance Tests of Creative Thinking. In addition, changes in students' self-regulated learning skills using the Self-Regulated Learning Interview Schedule (SRLIS) and their self-evaluation proficiency were evaluated. Analysis of covariance showed that the creative thinking ability of the treatment group had improved statistically significantly after the PBL course (p effect on creative thinking ability. The SRLIS test showed that students in the treatment group used self-regulated learning strategies more frequently than students in the comparison group. According to the results of the self-evaluation, students became more positive and confident in problem-solving and group work as the semester progressed. Overall, PBL was shown to be an effective pedagogical instructional strategy for enhancing chemistry students' creative thinking ability, self-regulated learning skills and self-evaluation.

A Big Data and Learning Analytics Approach to Process-Level Feedback in Cognitive Simulations.

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Pecaric, Martin; Boutis, Kathy; Beckstead, Jason; Pusic, Martin

2017-02-01

Collecting and analyzing large amounts of process data for the purposes of education can be considered a big data/learning analytics (BD/LA) approach to improving learning. However, in the education of health care professionals, the application of BD/LA is limited to date. The authors discuss the potential advantages of the BD/LA approach for the process of learning via cognitive simulations. Using the lens of a cognitive model of radiograph interpretation with four phases (orientation, searching/scanning, feature detection, and decision making), they reanalyzed process data from a cognitive simulation of pediatric ankle radiography where 46 practitioners from three expertise levels classified 234 cases online. To illustrate the big data component, they highlight the data available in a digital environment (time-stamped, click-level process data). Learning analytics were illustrated using algorithmic computer-enabled approaches to process-level feedback.For each phase, the authors were able to identify examples of potentially useful BD/LA measures. For orientation, the trackable behavior of re-reviewing the clinical history was associated with increased diagnostic accuracy. For searching/scanning, evidence of skipping views was associated with an increased false-negative rate. For feature detection, heat maps overlaid on the radiograph can provide a metacognitive visualization of common novice errors. For decision making, the measured influence of sequence effects can reflect susceptibility to bias, whereas computer-generated path maps can provide insights into learners' diagnostic strategies.In conclusion, the augmented collection and dynamic analysis of learning process data within a cognitive simulation can improve feedback and prompt more precise reflection on a novice clinician's skill development.

Using the Learning Together Strategy to Affect Student Achievement in Physical Science

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Campbell, Manda D.

Despite efforts mandated by national legislation, the state of Georgia has made little progress in improving Grade 5 students' standardized test scores in science, spurring the need for social change. The purpose of this quantitative causal-comparative study was to determine whether there was a significant difference in the student achievement in the conceptual understanding of science concepts in a classroom where the teacher applied the cooperative learning strategy, Learning Together, as compared to the classroom in which teacher-directed instruction was applied. The theories of positive social interdependence and social development, which posit that social interaction promotes cognitive gains, provided a framework for the study. A convenience sample of 38 students in Grade 5 participated in the 6-week study. Nineteen students received the cooperative learning strategy treatment, while 19 students did not. Pre- and post-tests were administered to students in both groups, and an analysis of variance was performed to examine differences between the 2 sample means. Results indicated that the group receiving the cooperative learning strategy scored significantly higher than did the control group receiving direct instruction. The experimental group also scored higher in vocabulary acquisition. Using the cooperative learning strategy of Learning Together could guide teachers' efforts to help students achieve excellent state-mandated test scores. Learning Together may be employed as a powerful teaching tool across grade levels and content areas, thus promoting positive gains in other state-mandated testing areas such as math, language arts, and social studies.

The relationship of learning motivation, achievement and satisfaction for nurses learning simple excel VBA information systems programming.

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Lee, Ying Li; Chien, Tsai Feng; Kuo, Ming Chuan; Chang, Polun

2014-01-01

This study aims to understand the relationship between participating nurses' motivation, achievement and satisfaction before and after they learned to program in Excel Visual Basic for Applications (Excel VBA). We held a workshop to train nurses in developing simple Excel VBA information systems to support their clinical or administrative practices. Before and after the workshop, the participants were evaluated on their knowledge of Excel VBA, and a questionnaire was given to survey their learning motivation and satisfaction. Statistics softwares Winsteps and SPSS were used for data analysis. Results show that the participants are more knowledgeable about VBA as well as more motivated in learning VBA after the workshop. Participants were highly satisfied with the overall arrangement of the workshop and instructors, but didn't have enough confidence in promoting the application of Excel VBA themselves. In addition, we were unable to predict the participants' achievement by their demographic characteristics or pre-test motivation level.

The Effects of Multimedia and Learning Style on Student Achievement in Online Electronics Course

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Surjono, Herman Dwi

2015-01-01

This experimental study investigated the effects of multimedia preferences and learning styles on undergraduate student achievement in an adaptive e-learning system for electronics course at the Yogyakarta State University Indonesia. The findings showed that students in which their multimedia preferences and learning style matched with the way the…

Effect Of Open Ended Teaching Learning Approach On Secondary School Students Mathematics Achievement In Learning Three Dimensional Geometry

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Chogo C.N.

2017-12-01

Full Text Available Mathematics is globally valued for use by an individual and society. It plays a significant role in the development of modern science and technology. Despite its importance students motivation to learn and achievement at national examinations globally and at the KCSE mathematics examination in Kenya particularly has been dismal over the years. The learners low achievement in the subject has been attributed to the didactic teaching methods that the teachers use among other factors. The study of geometry in Mathematics poses a number of difficulties to learners which are different in nature from those of arithmetic and algebra. This is because geometry is primarily abstract in nature. The purpose of this study was to determine the effects of Open Ended Teaching and Learning Approach OETLA on Secondary School students mathematics achievement in learning Three Dimensional Geometry 3DG. The study employed Solomon four non-equivalent control group design. The two experimental groups E1amp E2 received OETLA treatment while the control groups C1ampC2 were taught using the conventional teaching and learning methods. Only E1amp C1 took a pre-test and a post test for all the groups. The target population for this study was form four 17 year old students of secondary schools in Marani Sub County in Kisii County. Purposive sampling was used to obtain the four county mixed-sex secondary schools for the study. A total of 152 students formed the sample size. Students Mathematics Achievement Test SMAT was used to collect data. The instruments were validated by three experts from the department of curriculum and instruction of Egerton University and three Secondary School Mathematics Heads of Department. The reliability of the instruments were established using Cronbachs Alpha. A reliability coefficient of 0.92 was obtained and thus considered acceptable. The SMAT was administered to two groups as a pretest before the treatment and as a posttest to all the four

The role of a reference synthetic data generator within the field of learning analytics

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Berg, A.M.; Mol, S.T.; Kismihók, G.; Sclater, N.

2016-01-01

This paper details the anticipated impact of synthetic ‘big’ data on learning analytics (LA) infrastructures, with a particular focus on data governance, the acceleration of service development, and the benchmarking of predictive models. By reviewing two cases, one at sector wide level and the other

Learned Helplessness and Psychological Adjustment: Effects of Age, Gender and Academic Achievement.

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Valas, Harald

2001-01-01

Studied the relationships among academic achievement, learned helplessness, and psychological adjustment (self-esteem and depression), controlled for gender and age, for 1,580 students with data collected in grades 3 and 4, 6 and 7, and 8 and 9. Results show that academic achievement is directly and indirectly related to the pattern of…

Academic Achievement and Memory Differences among Specific Learning Disabilities Subtypes

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Carmichael, Jessica A.; Fraccaro, Rebecca L.; Miller, Daniel C.; Maricle, Denise E.

2014-01-01

Reading, writing, and math are academic skills involving a number of different executive functions, particularly working memory. Children with specific learning disabilities (SLD) may present myriad academic difficulties, depending on their specific area(s) of processing weakness. is study examined differences in academic achievement and working…

Learning analytics in practice: The effects of adaptive educational technology Snappet on students' arithmetic skills

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Molenaar, I.; Knoop-van Campen, C.A.N.

2016-01-01

Even though the recent influx of tablets in primary education goes together with the vision that educational technology empowered with learning analytics will revolutionize education, empirical results supporting this claim are scares. Adaptive educational technology Snappet combines extracted and

THE EFFECT OF SELF-CONCEPT ON THE MATHEMATICS LEARNING ACHIEVEMENT

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Rosliana Siregar

2018-05-01

Full Text Available Abstract. This study aims to determine the effect of self-concepts on mathematics learning achievement of students of class X at State Senior High School 14 Medan. The population in this study is all students of class X State Senior High School 14 Medan which amounted to 304 students. Technique of sampling using technique of Proportionate Stratified Random Sampling counted 40 student for research sample. Data collection using questionnaire method and documentation method. Data analysis technique used is regression analysis, correlation analysis and t test with significance level of 5%. Testing data in this study using the help of SPSS 15 for Windows program for each test result. The results showed that there is a significant influence between self-concept and mathematics learning achievement obtained from the t count (3,572> t table (1.68, with a probability significance of 0.01 <0.05. The magnitude of the determination coefficient of 25.1%

Analysing the Use of Worked Examples and Tutored and Untutored Problem-Solving in a Dispositional Learning Analytics Context

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Tempelaar, Dirk; Rienties, Bart; Nguyen, Quan

2018-01-01

The identification of students’ learning strategies by using multi-modal data that combine trace data with self-report data is the prime aim of this study. Our context is an application of dispositional learning analytics in a large introductory course mathematics and statistics, based on blended

To What Extent Can the Big Five and Learning Styles Predict Academic Achievement

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Köseoglu, Yaman

2016-01-01

Personality traits and learning styles play defining roles in shaping academic achievement. 202 university students completed the Big Five personality traits questionnaire and the Inventory of Learning Processes Scale and self-reported their grade point averages. Conscientiousness and agreeableness, two of the Big Five personality traits, related…

Online Video Tutorials Increase Learning of Difficult Concepts in an Undergraduate Analytical Chemistry Course

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He, Yi; Swenson, Sandra; Lents, Nathan

2012-01-01

Educational technology has enhanced, even revolutionized, pedagogy in many areas of higher education. This study examines the incorporation of video tutorials as a supplement to learning in an undergraduate analytical chemistry course. The concepts and problems in which students faced difficulty were first identified by assessing students'…

Examining the Mediating Effect of Learning Strategies on the Relationship between Students' History Interest and Achievement

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Dan, Yongjun; Todd, Reese

2014-01-01

Research into the effect of interest consistently indicated that interest positively related to students' achievement; however, the mechanism through which it affected the learning result remained an open question. This study intended to examine how learning strategies mediated the relationship between interest and achievement in the domain of…

Transfer of test-enhanced learning: Meta-analytic review and synthesis.

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Pan, Steven C; Rickard, Timothy C

2018-05-07

Attempting recall of information from memory, as occurs when taking a practice test, is one of the most potent training techniques known to learning science. However, does testing yield learning that transfers to different contexts? In the present article, we report the findings of the first comprehensive meta-analytic review into that question. Our review encompassed 192 transfer effect sizes extracted from 122 experiments and 67 published and unpublished articles (N = 10,382) that together comprise more than 40 years of research. A random-effects model revealed that testing can yield transferrable learning as measured relative to a nontesting reexposure control condition (d = 0.40, 95% CI [0.31, 0.50]). That transfer of learning is greatest across test formats, to application and inference questions, to problems involving medical diagnoses, and to mediator and related word cues; it is weakest to rearranged stimulus-response items, to untested materials seen during initial study, and to problems involving worked examples. Moderator analyses further indicated that response congruency and elaborated retrieval practice, as well as initial test performance, strongly influence the likelihood of positive transfer. In two assessments for publication bias using PET-PEESE and various selection methods, the moderator effect sizes were minimally affected. However, the intercept predictions were substantially reduced, often indicating no positive transfer when none of the aforementioned moderators are present. Overall, our results motivate a three-factor framework for transfer of test-enhanced learning and have practical implications for the effective use of practice testing in educational and other training contexts. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Large-Scale Image Analytics Using Deep Learning

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Ganguly, S.; Nemani, R. R.; Basu, S.; Mukhopadhyay, S.; Michaelis, A.; Votava, P.

2014-12-01

High resolution land cover classification maps are needed to increase the accuracy of current Land ecosystem and climate model outputs. Limited studies are in place that demonstrates the state-of-the-art in deriving very high resolution (VHR) land cover products. In addition, most methods heavily rely on commercial softwares that are difficult to scale given the region of study (e.g. continents to globe). Complexities in present approaches relate to (a) scalability of the algorithm, (b) large image data processing (compute and memory intensive), (c) computational cost, (d) massively parallel architecture, and (e) machine learning automation. In addition, VHR satellite datasets are of the order of terabytes and features extracted from these datasets are of the order of petabytes. In our present study, we have acquired the National Agricultural Imaging Program (NAIP) dataset for the Continental United States at a spatial resolution of 1-m. This data comes as image tiles (a total of quarter million image scenes with ~60 million pixels) and has a total size of ~100 terabytes for a single acquisition. Features extracted from the entire dataset would amount to ~8-10 petabytes. In our proposed approach, we have implemented a novel semi-automated machine learning algorithm rooted on the principles of "deep learning" to delineate the percentage of tree cover. In order to perform image analytics in such a granular system, it is mandatory to devise an intelligent archiving and query system for image retrieval, file structuring, metadata processing and filtering of all available image scenes. Using the Open NASA Earth Exchange (NEX) initiative, which is a partnership with Amazon Web Services (AWS), we have developed an end-to-end architecture for designing the database and the deep belief network (following the distbelief computing model) to solve a grand challenge of scaling this process across quarter million NAIP tiles that cover the entire Continental United States. The

Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis.

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Kassab, Salah Eldin; Al-Shafei, Ahmad I; Salem, Abdel Halim; Otoom, Sameer

2015-01-01

This study examined the relationships between the different aspects of students' course experience, self-regulated learning, and academic achievement of medical students in a blended learning curriculum. Perceptions of medical students (n=171) from the Royal College of Surgeons in Ireland, Medical University of Bahrain (RCSI Bahrain), on the blended learning experience were measured using the Student Course Experience Questionnaire (SCEQ), with an added e-Learning scale. In addition, self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Academic achievement was measured by the scores of the students at the end of the course. A path analysis was created to test the relationships between the different study variables. Path analysis indicated that the perceived quality of the face-to-face component of the blended experience directly affected the motivation of students. The SCEQ scale "quality of teaching" directly affected two aspects of motivation: control of learning and intrinsic goal orientation. Furthermore, appropriate course workload directly affected the self-efficacy of students. Moreover, the e-Learning scale directly affected students' peer learning and critical thinking but indirectly affected metacognitive regulation. The resource management regulation strategies, time and study environment, and effort regulation directly affected students' examination scores (17% of the variance explained). However, there were no significant direct relationships between the SCEQ scales and cognitive learning strategies or examination scores. The results of this study will have important implications for designing blended learning courses in medical schools.

The Relationships among Middle School Students' Motivational Orientations, Learning Strategies, and Academic Achievement

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McClintic-Gilbert, Megan S.; Corpus, Jennifer Henderlong; Wormington, Stephanie V.; Haimovitz, Kyla

2013-01-01

The present study examined the extent to which middle school students' (N = 90) learning strategies mediated the relationship between their motivational orientations and academic achievement. Survey data revealed that higher degrees of intrinsic motivation predicted the use of both deep and surface learning strategies, whereas higher degrees of…

Learning Analytics

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Erik Duval

2012-06-01

Full Text Available This paper provides a brief introduction to the domain of ‘learning analytics’. We first explain the background and idea behind the concept. Then we give a brief overview of current research issues. We briefly list some more controversial issues before concluding.

RELATIONSHIP BETWEEN ATTITUDES LEARNING AND ACHIEVEMENT OF INTEREST LEARNING WITH LEARNING THE BASICS OF COST OF DISCUSSION AUTOMOTIVE AUTOMOTIVE DEPARTMENT OF CLASS X SMK PIRI SLEMAN EVEN SEMESTER OF STUDY 2013/2014

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Deril Gusa Wijaya

2014-12-01

Based on the analysis of the results obtained the following results: (1 There is a positive and significant relationship between the attitude of Learning (X1 with Achievement Automotive Basics (Y; (2 There is a positive and significant relationship between Interests Learning (X2 with Achievement Automotive Basics (Y; (3 There is a positive and significant relationship Attitude Study (X1 and Interest in Learning (X2 with Achievement Automotive Basics (Y.

The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study

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Ergen, Binnur; Kanadli, Sedat

2017-01-01

Problem Statement: Self-regulated learning strategies (cognitive, metacognitive, resource management, and motivational strategies) influence students' academic achievement, conceptual understanding, and motivation. Reviewing the national literature about self-regulated learning strategies, studies have indicated both significant and insignificant…

A Social Media Practicum: An Action-Learning Approach to Social Media Marketing and Analytics

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Atwong, Catherine T.

2015-01-01

To prepare students for the rapidly evolving field of digital marketing, which requires more and more technical skills every year, a social media practicum creates a learning environment in which students can apply marketing principles and become ready for collaborative work in social media marketing and analytics. Using student newspapers as…

An Analytics-Based Approach to Managing Cognitive Load by Using Log Data of Learning Management Systems and Footprints of Social Media

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Yen, Cheng-Huang; Chen, I-Chuan; Lai, Su-Chun; Chuang, Yea-Ru

2015-01-01

Traces of learning behaviors generally provide insights into learners and the learning processes that they employ. In this article, a learning-analytics-based approach is proposed for managing cognitive load by adjusting the instructional strategies used in online courses. The technology-based learning environment examined in this study involved a…

Can learning style predict student satisfaction with different instruction methods and academic achievement in medical education?

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Gurpinar, Erol; Alimoglu, Mustafa Kemal; Mamakli, Sumer; Aktekin, Mehmet

2010-12-01

The curriculum of our medical school has a hybrid structure including both traditional training (lectures) and problem-based learning (PBL) applications. The purpose of this study was to determine the learning styles of our medical students and investigate the relation of learning styles with each of satisfaction with different instruction methods and academic achievement in them. This study was carried out with the participation of 170 first-year medical students (the participation rate was 91.4%). The researchers prepared sociodemographic and satisfaction questionnaires to determine the characteristics of the participants and their satisfaction levels with traditional training and PBL. The Kolb learning styles inventory was used to explore the learning styles of the study group. The participants completed all forms at the end of the first year of medical education. Indicators of academic achievement were scores of five theoretical block exams and five PBL exams performed throughout the academic year of 2008-2009. The majority of the participants took part in the "diverging" (n = 84, 47.7%) and "assimilating" (n = 73, 41.5%) groups. Numbers of students in the "converging" and "accommodating" groups were 11 (6.3%) and 8 (4.5%), respectively. In all learning style groups, PBL satisfaction scores were significantly higher than those of traditional training. Exam scores for "PBL and traditional training" did not differ among the four learning styles. In logistic regression analysis, learning style (assimilating) predicted student satisfaction with traditional training and success in theoretical block exams. Nothing predicted PBL satisfaction and success. This is the first study conducted among medical students evaluating the relation of learning style with student satisfaction and academic achievement. More research with larger groups is needed to generalize our results. Some learning styles may relate to satisfaction with and achievement in some instruction methods.

Can Learning a Foreign Language Foster Analytic Thinking?—Evidence from Chinese EFL Learners' Writings

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Jiang, Jingyang; Ouyang, Jinghui; Liu, Haitao

2016-01-01

Language is not only the representation of thinking, but also shapes thinking. Studies on bilinguals suggest that a foreign language plays an important and unconscious role in thinking. In this study, a software—Linguistic Inquiry and Word Count 2007—was used to investigate whether the learning of English as a foreign language (EFL) can foster Chinese high school students’ English analytic thinking (EAT) through the analysis of their English writings with our self-built corpus. It was found that: (1) learning English can foster Chinese learners’ EAT. Chinese EFL learners’ ability of making distinctions, degree of cognitive complexity and degree of thinking activeness have all improved along with the increase of their English proficiency and their age; (2) there exist differences in Chinese EFL learners’ EAT and that of English native speakers, i. e. English native speakers are better in the ability of making distinctions and degree of thinking activeness. These findings suggest that the best EFL learners in high schools have gained native-like analytic thinking through six years’ English learning and are able to switch their cognitive styles as needed. PMID:27741270

A Correlation Study among Achievement Motivation, Goal-Setting and L2 Learning Strategy in EFL Context

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Han, Jing; Lu, Qingsheng

2018-01-01

Achievement motivation as one of the most important parts in learning motivation indicates a concern with success in competition with some standard of excellence. Learners who are highly motivated to learn a language are likely to use a variety of strategies. Besides achievement motivation, goal setting, a very important cognitive mediator between…

The Effect of "Here and Now" Learning on Student Engagement and Academic Achievement

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Northey, Gavin; Govind, Rahul; Bucic, Tania; Chylinski, Mathew; Dolan, Rebecca; van Esch, Patrick

2018-01-01

Commitment, persistence and effort have long been considered critical components for an individual's academic success. Yet, according to the old proverb, two heads are better than one and collaborative learning may yield greater benefits than what might be achieved by an individual. Because of this, collaborative learning has been labelled a…

The Influence of Guided Error-Based Learning on Motor Skills Self-Efficacy and Achievement.

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Chien, Kuei-Pin; Chen, Sufen

2018-01-01

The authors investigated the role of errors in motor skills teaching, specifically the influence of errors on skills self-efficacy and achievement. The participants were 75 undergraduate students enrolled in pétanque courses. The experimental group (guided error-based learning, n = 37) received a 6-week period of instruction based on the students' errors, whereas the control group (correct motion instruction, n = 38) received a 6-week period of instruction emphasizing correct motor skills. The experimental group had significantly higher scores in motor skills self-efficacy and outcomes than did the control group. Novices' errors reflect their schema in motor skills learning, which provides a basis for instructors to implement student-centered instruction and to facilitate the learning process. Guided error-based learning can effectively enhance beginners' skills self-efficacy and achievement in precision sports such as pétanque.

An Autonomous Mobile Agent-Based Distributed Learning Architecture-A Proposal and Analytical Analysis

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I. Ahmed M. J. SADIIG

2005-10-01

Full Text Available An Autonomous Mobile Agent-Based Distributed Learning Architecture-A Proposal and Analytical Analysis Dr. I. Ahmed M. J. SADIIG Department of Electrical & Computer EngineeringInternational Islamic University GombakKuala Lumpur-MALAYSIA ABSTRACT The traditional learning paradigm invoving face-to-face interaction with students is shifting to highly data-intensive electronic learning with the advances in Information and Communication Technology. An important component of the e-learning process is the delivery of the learning contents to their intended audience over a network. A distributed learning system is dependent on the network for the efficient delivery of its contents to the user. However, as the demand of information provision and utilization increases on the Internet, the current information service provision and utilization methods are becoming increasingly inefficient. Although new technologies have been employed for efficient learning methodologies within the context of an e-learning environment, the overall efficiency of the learning system is dependent on the mode of distribution and utilization of its learning contents. It is therefore imperative to employ new techniques to meet the service demands of current and future e-learning systems. In this paper, an architecture based on autonomous mobile agents creating a Faded Information Field is proposed. Unlike the centralized information distribution in a conventional e-learning system, the information is decentralized in the proposed architecture resulting in increased efficiency of the overall system for distribution and utilization of system learning contents efficiently and fairly. This architecture holds the potential to address the heterogeneous user requirements as well as the changing conditions of the underlying network.

Exploring the Impacts of Accelerated Delivery on Student Learning, Achievement and Satisfaction

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Wilkins, Stephen; Martin, Susan; Walker, Ian

2010-01-01

This case study examines the impacts on student learning, achievement and satisfaction when year 13 (final year) students at a large UK sixth-form college take a GCE A level in one year instead of the usual two years. Data relating to the entry qualifications and final A level grades achieved by 879 students on both accelerated and non-accelerated…

Early Adolescents' Enjoyment Experienced in Learning Situations at School and Its Relation to Student Achievement

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Hagenauer, Gerda; Hascher, Tina

2014-01-01

While many studies confirm that positive emotions, including enjoyment, lead to better student achievement, less empirical evidence exists about possible mediator variables that link achievement to enjoyment. It is proposed that achievement and enjoyment form a circular dependency; enjoyment in learning leads to higher achievement but a degree of…

Analytic trigonometry

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Bruce, William J; Maxwell, E A; Sneddon, I N

1963-01-01

Analytic Trigonometry details the fundamental concepts and underlying principle of analytic geometry. The title aims to address the shortcomings in the instruction of trigonometry by considering basic theories of learning and pedagogy. The text first covers the essential elements from elementary algebra, plane geometry, and analytic geometry. Next, the selection tackles the trigonometric functions of angles in general, basic identities, and solutions of equations. The text also deals with the trigonometric functions of real numbers. The fifth chapter details the inverse trigonometric functions

A Study of Perceived Admission and Achievement Barriers of Learning-Disabled Students in Postsecondary Institutions

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Lamberg, Catherine Denise

2012-01-01

Learning-disabled students face ongoing challenges in higher education. Despite efforts to promote recruitment and retention of students with learning disabilities to trade schools, colleges, and universities, barriers to enrollment and academic achievement persist. Barriers for learning-disabled students are not fully understood and might be…

Learning Environments as Basis for Cognitive Achievements of Students in Basic Science Classrooms in Nigeria

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Atomatofa, Rachel; Okoye, Nnamdi; Igwebuike, Thomas

2016-01-01

The nature of classroom learning environments created by teachers had been considered very important for learning to take place effectively. This study investigated the effect of creating constructivist and transmissive learning environments on achievements of science students of different ability levels. 243 students formed the entire study…

To Master or Perform? Exploring Relations between Achievement Goals and Conceptual Change Learning

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Ranellucci, John; Muis, Krista R.; Duffy, Melissa; Wang, Xihui; Sampasivam, Lavanya; Franco, Gina M.

2013-01-01

Background: Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing. Aims: To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol. Sample and Method:…

The Correlation between Teacher Professional Competence and Natural Science Learning Achievement in Elementary School

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I Ketut Ngurah Ardiawan

2017-12-01

Full Text Available This present study aims at investigating the correlation between teachers’ professional competence and natural science learning achievement in elementary schools in Buleleng regency. The population in this study are all sixth grade teachers, which it is further narrowed down to 30 teachers as the sample. In order to gather the data, the researcher employs questionnaire regarding teacher professional competence and document study toward students’ achievement on national examination in academic year 2016/2017. Further, ex post facto is chosen as the design of the study. Meanwhile, the data are analysed through correlation analysis with assistance of SPSS 16 software. Based on the analysis, it was obtained that the correlation between teacher professional competence and the learning achievement on natural science subject is in the interval of 0.40-0.59 with correlation coefficient at rho=0.506. This means there is a significant correlation between teacher professional competence and students’ learning achievement on natural science in national examination in academic year 2016/2017 (tcount = 3.103 > ttable =2.048 with significance level at α = 0,05 and coefficient of determination at 0.2560 (25.60%

Born to learn or born to win? Birth order effects on achievement goals

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Carette, Bernd; Anseel, Frederik; Van Yperen, Nico W.

2011-01-01

Given the widespread use and well-known consequences of achievement goals in different competence-relevant situations, it is important to gain a thorough understanding of how these differences in goal pursuit are formed. Using different analytic approaches, we show that birth order lies at the heart

Reducing statistics anxiety and enhancing statistics learning achievement: effectiveness of a one-minute strategy.

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Chiou, Chei-Chang; Wang, Yu-Min; Lee, Li-Tze

2014-08-01

Statistical knowledge is widely used in academia; however, statistics teachers struggle with the issue of how to reduce students' statistics anxiety and enhance students' statistics learning. This study assesses the effectiveness of a "one-minute paper strategy" in reducing students' statistics-related anxiety and in improving students' statistics-related achievement. Participants were 77 undergraduates from two classes enrolled in applied statistics courses. An experiment was implemented according to a pretest/posttest comparison group design. The quasi-experimental design showed that the one-minute paper strategy significantly reduced students' statistics anxiety and improved students' statistics learning achievement. The strategy was a better instructional tool than the textbook exercise for reducing students' statistics anxiety and improving students' statistics achievement.

The relationship among self-determination, self-concept, and academic achievement for students with learning disabilities.

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Zheng, Chunmei; Gaumer Erickson, Amy; Kingston, Neal M; Noonan, Patricia M

2014-01-01

Research suggests that self-determination skills are positively correlated with factors that have been shown to improve academic achievement, but the direct relationship among self-determination, self-concept, and academic achievement is not fully understood. This study offers an empirical explanation of how self-determination and self-concept affect academic achievement for adolescents with learning disabilities after taking into consideration the covariates of gender, income, and urbanicity. In a nationally representative sample (N = 560), the proposed model closely fit the data, with all proposed path coefficients being statistically significant. The results indicated that there were significant correlations among the three latent variables (i.e., self-determination, self-concept, and academic achievement), with self-determination being a potential predictor of academic achievement for students with learning disabilities. © Hammill Institute on Disabilities 2012.

The effect of numbered heads together (NHT) cooperative learning model on the cognitive achievement of students with different academic ability

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Leasa, Marleny; Duran Corebima, Aloysius

2017-01-01

Learning models and academic ability may affect students’ achievement in science. This study, thus aimed to investigate the effect of numbered heads together (NHT) cooperative learning model on elementary students’ cognitive achievement in natural science. This study employed a quasi-experimental design with pretest-posttest non-equivalent control group with 2 x 2 factorial. There were two learning models compared NHT and the conventional, and two academic ability high and low. The results of ana Cova test confirmed the difference in the students’ cognitive achievement based on learning models and general academic ability. However, the interaction between learning models and academic ability did not affect the students’ cognitive achievement. In conclusion, teachers are strongly recommended to be more creative in designing learning using other types of cooperative learning models. Also, schools are required to create a better learning environment which is more cooperative to avoid unfair competition among students in the classroom and as a result improve the students’ academic ability. Further research needs to be conducted to explore the contribution of other aspects in cooperative learning toward cognitive achievement of students with different academic ability.

Video Cases in Teacher Education: A review study on intended and achieved learning objectives by video cases

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Geerts, Walter; Van der Werff, Anne; Hummel, Hans; Van Geert, Paul

2014-01-01

This literature review focuses on the use of video cases in the education of preservice teachers as a means of achieving higher order learning objectives that are necessary for gaining situated knowledge. An overview of both intended and achieved learning objectives in relevant studies involving

The Effect of Language Learning Strategies on Proficiency, Attitudes and School Achievement

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Anita Habók

2018-01-01

Full Text Available This study examines language learning strategy (LLS use in connexion with foreign language attitude, proficiency and general school achievement among lower secondary students in Years 5 and 8 (n = 868 in Hungary. An adapted version of the Strategies Inventory for Language Learning questionnaire was used for data collection. The results showed that Hungarian students mainly engage in metacognitive strategies in both years. Differences between more and less proficient language learners’ strategy use have also been found. With regard to the effect of LLS on foreign language attitude, the foreign language mark and school achievement, path analysis indicated a good fit in both years. The metacognitive, social and memory strategies primarily influenced foreign language attitudes and marks in Year 5. The metacognitive strategies had a slight impact on school achievement as well as on foreign language marks. We demonstrated the dominant effect of metacognitive strategies and the low effect of memory strategies in Year 8. In addition, metacognitive strategies also influenced foreign language marks. The effect of foreign language marks on school achievement was also remarkable. There was a strong impact on the children’s attitudes through these variables.

The Effect of Language Learning Strategies on Proficiency, Attitudes and School Achievement.

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Habók, Anita; Magyar, Andrea

2017-01-01

This study examines language learning strategy (LLS) use in connexion with foreign language attitude, proficiency and general school achievement among lower secondary students in Years 5 and 8 ( n = 868) in Hungary. An adapted version of the Strategies Inventory for Language Learning questionnaire was used for data collection. The results showed that Hungarian students mainly engage in metacognitive strategies in both years. Differences between more and less proficient language learners' strategy use have also been found. With regard to the effect of LLS on foreign language attitude, the foreign language mark and school achievement, path analysis indicated a good fit in both years. The metacognitive, social and memory strategies primarily influenced foreign language attitudes and marks in Year 5. The metacognitive strategies had a slight impact on school achievement as well as on foreign language marks. We demonstrated the dominant effect of metacognitive strategies and the low effect of memory strategies in Year 8. In addition, metacognitive strategies also influenced foreign language marks. The effect of foreign language marks on school achievement was also remarkable. There was a strong impact on the children's attitudes through these variables.

Learning Behaviours of Low-Achieving Children's Mathematics Learning in Using of Helping Tools in a Synchronous Peer-Tutoring System

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Tsuei, Mengping

2017-01-01

This study examined the effects of low-achieving children's use of helping tools in a synchronous mathematics peer-tutoring system on the children's mathematics learning and their learning behaviours. In a remedial class, 16 third-grade students in a remedial class engaged in peer tutoring in a face-to-face synchronous online environment during a…

The Computer Book of the Internal Medicine Resident: competence acquisition and achievement of learning objectives.

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Oristrell, J; Oliva, J C; Casanovas, A; Comet, R; Jordana, R; Navarro, M

2014-01-01

The Computer Book of the Internal Medicine resident (CBIMR) is a computer program that was validated to analyze the acquisition of competences in teams of Internal Medicine residents. To analyze the characteristics of the rotations during the Internal Medicine residency and to identify the variables associated with the acquisition of clinical and communication skills, the achievement of learning objectives and resident satisfaction. All residents of our service (n=20) participated in the study during a period of 40 months. The CBIMR consisted of 22 self-assessment questionnaires specific for each rotation, with items on services (clinical workload, disease protocolization, resident responsibilities, learning environment, service organization and teamwork) and items on educational outcomes (acquisition of clinical and communication skills, achievement of learning objectives, overall satisfaction). Associations between services features and learning outcomes were analyzed using bivariate and multivariate analysis. An intense clinical workload, high resident responsibilities and disease protocolization were associated with the acquisition of clinical skills. High clinical competence and teamwork were both associated with better communication skills. Finally, an adequate learning environment was associated with increased clinical competence, the achievement of educational goals and resident satisfaction. Potentially modifiable variables related with the operation of clinical services had a significant impact on the acquisition of clinical and communication skills, the achievement of educational goals, and resident satisfaction during the specialized training in Internal Medicine. Copyright © 2013 Elsevier España, S.L. All rights reserved.

Investigating the Impact of Lighting Educational Spaces on Learning and Academic Achievement of Elementary Students

Directory of Open Access Journals (Sweden)

Abdolreza Gilavand

2016-05-01

Full Text Available Background In modern education, physical space is considered as a dynamic factor in students' educational activities. This study was conducted to investigating the impact of lighting educational spaces on learning and academic achievement of elementary students. Materials and Methods At a cross-sectional study (2015-2016, a total of 210 students were selected randomly as sample of study. Cluster sampling was done by appropriate allocation and questionnaires were randomly divided among students. Data collection tools included Hermance’s achievement motivation questionnaire and researcher-constructed questionnaire (observation checklist to examine the physical parameters of learning environment lighting and interviews with students. Data of study were analyzed using SPSS- 21 software. Results Results of this study showed that lighting educational spaces has a significant impact on learning and academic achievement of elementary school students in Ahvaz, Iran (P

Widget, widget as you lead, I am performing well indeed! Using results from an exploratory offline study to inform an empirical online study about a learning analytics widget in a collaborative learning environment