scholarly journals Learning analytics experience among academics in Australia and Malaysia: A comparison

2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Deborah West ◽  
Zaidatun Tasir ◽  
Ann Luzeckyj ◽  
Kew Si Na ◽  
Danny Toohey ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Ethical Issues ◽  
Institutional Capacity ◽  
National Context ◽  
Educational Culture ◽  
Similarities And Differences ◽  
Compare And Contrast ◽  
Improving Teaching And Learning

Several studies have been conducted to evaluate the experience and involvement of academics in learning analytics (LA) due to its potential for improving teaching and learning. However, findings often reflect an educational culture which is indicative of the institutional or national context where the study has occurred, resulting in bias regarding LA perspectives. Therefore, this study seeks to compare and contrast the experiences of LA among academics in Australia and Malaysia, with intentions to learn from each other’s experience. Areas of comparison were: (1) academics’ involvement in LA activities; (2) academics’ responses to the institutional capacity in supporting LA; and 3) academics’ concerns about the ethical issues surrounding LA. A survey of 353 Australian and 224 Malaysian academics revealed similarities and differences. It is evident from these results that the context and infrastructure for LA are at different stages of development in both countries. Nevertheless, the results provide an interesting reflection on academics’ needs, institutional understanding, policies, and educational cultural biases in applying LA in teaching and learning in higher education institutions.

Educational Data Mining Techniques and Applications

2021 ◽  
pp. 234-251
Author(s):  
M. Govindarajan
Keyword(s):  
Data Mining ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
At Risk Students ◽  
Educational Data Mining ◽  
Learning Needs ◽  
Institutional Performance ◽  
Clear Cut ◽  
Curriculum Renewal ◽  
Improving Teaching And Learning

Educational data mining (EDM) creates high impact in the field of academic domain. EDM is concerned with developing new methods to discover knowledge from educational and academic database and can be used for decision making in educational and academic systems. EDM is useful in many different areas including identifying at risk students, identifying priority learning needs for different groups of students, increasing graduation rates, effectively assessing institutional performance, maximizing campus resources, and optimizing subject curriculum renewal. This chapter discusses educational data mining, its applications, and techniques that have to be adopted in order to successfully employ educational data mining and learning analytics for improving teaching and learning. The techniques and applications discussed in this chapter will provide a clear-cut idea to the educational data mining researchers to carry out their work in this field.

Learning Analytics as a Tool for Planning, Evaluating, and Improving a SMOOC for Teacher Professional Development

2021 ◽  
pp. 170-189
Author(s):  
Cristine Martins Gomes de Gusmão ◽  
Josiane Lemos Machiavelli ◽  
Patricia Smith Cavalcante
Keyword(s):  
Teacher Professional Development ◽  
Learning Analytics ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Pedagogical Issues ◽  
Educational Culture ◽  
Learning Contexts ◽  
Teacher Professional ◽  
Teaching Learning ◽  
The University

This chapter describes how a public university has met the challenge of changing inside the educational culture and preparing its teachers to manage online teaching-learning processes using learning analytics to contribute to the design, evaluation, and improvement of SMOOC. From the results obtained with a survey answered by the teachers, a twenty-hour class SMOOC was developed that focuses on instrumental aspects of digital technological resources in the teaching and learning contexts, as well as in the pedagogical issues, which concern the appropriate use of digital technologies. The findings of this research demonstrate that the SMOOC has been able to meet the teacher training needs, which are changing the way they work since remote education has been the viable alternative to guarantee the functioning of the university in the coronavirus pandemic period. However, it is believed that the knowledge that teachers are acquiring will contribute to changes in professional practice even post-pandemic.

scholarly journals Designing a learning analytics dashboard for Twitter-facilitated teaching

2021 ◽  
Author(s):  
Anatoliy Gruzd ◽  
Nadia Conroy
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Best Practices ◽  
Informal Learning ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Online Survey ◽  
Teaching Practice ◽  
Formal And Informal Learning ◽  
Course Material

Social media sites are increasingly being adopted to support teaching practice in higher education. Learning Analytics (LA) dashboards can be used to reveal how students engage with course material and others in the class. However, research on the best practices of designing, developing, and evaluating such dashboards to support teaching and learning with social media has been limited. Considering the increasing use of Twitter for both formal and informal learning processes, this paper presents our design process and a LA prototype dashboard developed based on a comprehensive literature review and an online survey among 54 higher education instructors who have used Twitter in their teaching. Keywords : Learning analytics, teaching, dashboards, survey

Transitional trajectories of academic progress for low-status students at a University in South Africa

2019 ◽  
Vol 10 (1) ◽  
pp. 275-292
Author(s):  
Bhekimpilo Mpofu ◽  
Musawenkosi Khanyile
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Ethical Issues ◽  
Human Life ◽  
Academic Progress ◽  
Disadvantaged Students ◽  
Content Type ◽  
Academic Records

Purpose The purpose of this paper is to explore the perceptions of university undergraduate students who originate from disadvantaged South African schools. The perceptions probed are those that relate to their material circumstances, learning and teaching environment and academic progress. Design/methodology/approach The paper draws on a theoretical framework that underscores the primacy of the environment blended with transition theory to explain environmental influences on disadvantaged students’ academic progression at university. Data were gathered through detailed face-to-face interviews with eight participants and from the open-ended section of a questionnaire administered to 41 students from which the 8 students were drawn. Findings The findings demonstrate that disadvantaged students require both physical and socio-psychological support in order to succeed at university. Research limitations/implications A university in South Africa and the students from low quintile schools provide the case study for the explication of the findings of this study. Ethical issues such as seeking the informed consent of the participants to access their academic records weighed against the potency or robustness of the results of this study, because few of the participants allowed this researcher to access their results. Thus, this study focussed on potentially sensitive areas such as the academic records of students and poverty. As such it was extremely difficult to persuade disadvantaged students to participate in this study. Practical implications The study is thus useful for the school system, families and higher education institutions in the quest to provide the much-needed socio-psychological or “empathetic infrastructure” that acts as the cytoplasm for disadvantaged students’ academic progress at university. Social implications By invoking the primacy of the environment under the rubrics of epigenetics, this study also sought to contribute to the debate around the human genome – a grand ambitious global scientific project launched in the late 1980s to generate a catalogue of all the genes present in humans. However, this was a smokescreen because there are simply not enough genes to account for the complexity of the human life or human disease. By invoking the theory of transition, this study sought to fathom how to promote a favourable teaching and learning environment for poor students at university in a holistic manner. Originality/value This study utilised an empirically supported definition of disadvantage: that of students coming from no fee schools, as classified by the Department of Education based on Household Expenditure statistics of 2002 using the quintile system. The quintile system is based on average measures of income, unemployment rates and educational levels. To date, there is no published research utilising the school quintile system to define disadvantaged students in higher education in South Africa. This paper, which investigates such a sample from a university, is therefore ground-breaking and novel.

How Innovative Technologies Are Improving the Delivery of E-Assessment in Higher Education

2022 ◽  
pp. 137-161
Author(s):  
Paula Miranda ◽  
Pedro Isaías ◽  
Sara Pifano
Keyword(s):  
Higher Education ◽  
Mobile Technology ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Innovative Technologies ◽  
Core Practices ◽  
Technological Developments ◽  
Evolution Of Technology ◽  
The Impact

The impact of the swift evolution of technology has rippled across all areas of society with technological developments presenting solutions to some of society's greatest challenges. Within higher education, technology is welcomed with the necessary caution of a sector that is responsible for educating and empowering the future workforce. The progressive, and more recently accelerated, digitalisation of education causes the core practices and procedures associated with teaching and learning, including assessment, to be delivered in innovative formats. Technology plays a central role in the delivery of e-assessment, widening its possibilities and broadening its methods and strategies. This chapter aims to examine how innovative technologies are shaping and improving the delivery of e-assessment in the context of higher education. More specifically, it examines the role of artificial intelligence, gamification, learning analytics, cloud computing, and mobile technology in how e-assessment can be delivered.

scholarly journals An Interview-Based Study of Pioneering Experiences in Teaching and Learning Complex Systems in Higher Education

Complexity ◽  
2018 ◽  
Vol 2018 ◽  
pp. 1-11 ◽  
Author(s):  
Joseph T. Lizier ◽  
Michael S. Harré ◽  
Melanie Mitchell ◽  
Simon DeDeo ◽  
Conor Finn ◽  
...  
Keyword(s):  
Higher Education ◽  
Complex Systems ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Assessment Task ◽  
Wide Range ◽  
Challenges And Opportunities ◽  
Subject Areas ◽  
University Level ◽  
Compare And Contrast

Due to the interdisciplinary nature of complex systems as a field, students studying complex systems at university level have diverse disciplinary backgrounds. This brings challenges (e.g., wide range of computer programming skills) but also opportunities (e.g., facilitating interdisciplinary interactions and projects) for the classroom. However, little has been published regarding how these challenges and opportunities are handled in teaching and learning complex systems as an explicit subject in higher education and how this differs in comparison to other subject areas. We seek to explore these particular challenges and opportunities via an interview-based study of pioneering teachers and learners (conducted amongst the authors) regarding their experiences. We compare and contrast those experiences and analyze them with respect to the educational literature. Our discussions explored approaches to curriculum design, how theories/models/frameworks of teaching and learning informed decisions and experience, how diversity in student backgrounds was addressed, and assessment task design. We found a striking level of commonality in the issues expressed as well as the strategies handling them, for example, a significant focus on problem-based learning and the use of major student-led creative projects for both achieving and assessing learning outcomes.

scholarly journals E-Learning en la educación universitaria como herramienta para personas con discapacidad auditiva / E -Learning in Higher Education as Tool for People with Disabilities Hearing

2016 ◽  
Vol 3 (1) ◽  
pp. 19-25
Author(s):  
Dolores Marlene Martínez Suárez
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
People With Disabilities ◽  
The Other ◽  
Persons With Disabilities ◽  
Educational Culture ◽  
Other Hand ◽  
E Learning ◽  
Action Measures

ABSTRACTThis research aims to incorporate E-learning as a complementary tool for teaching and learning for people with hearing disabilities, assuming that universities should comply with the provisions of the affirmative action measures in benefit of accession of Persons with Disabilities to Higher Education in Venezuela, on the other hand, as indicated in the Constitution of the Bolivarian Republic of Venezuela and other relevant laws on disability, which recognize that this population have been discriminated against in the Education University tion so should be allowed equal opportunities in the entry of people with disabilities at university level. In this sense, it is intended to supplement teaching through electronic books, guides, Self, exercises, forums, chat, videoconference and others; to strengthen the knowledge received in the classroom, motivated that there is a disadvantage in high schools, colleges and universities due to lack of sign language interpreters Venezuelan support to teachers. The research design was documentary, bibliographic and field descriptive. Within this framework it is raised the need to rethink the teaching practice, proposing new challenges that will generate, among other things strategic alternative pedagogical gies for building an educational culture in which all feel part well break the barriers of language and communication allowing for greater inclusion of people with hearing loss, or deaf to the university and on the other hand the educational transformation is to strengthen and facilitate understanding of the issues of greatest difficulty through the use of E-learningRESUMENEste trabajo de investigación tiene como propósito incorporar el E-learning como herramienta complementaria para la enseñanza y aprendizaje de las personas con discapacidad auditiva, partiendo de que las universidades deben cumplir con lo establecido en las Medidas de Acción Afirmativa a Favor del Ingreso de las Personas con Discapacidad a la Educación Universitaria en Venezuela, por otra parte, lo indicado en la Constitución de la República Bolivariana de Venezuela y otras leyes competentes en discapacidad, donde reconocen que esta población han sido discriminadas de la Educación Universitaria por lo que se debe permitir la equiparación de oportunidades en el ingreso de personas con discapacidad a  nivel Universitario.En este sentido, se pretende complementar la enseñanza a través de Libros electrónicos, Guías, Autoevaluación, Ejercicios, Foros, Chat, Videoconferencias entre otros; a fin de que refuercen el conocimiento recibido en las aulas de clases, motivado a que existe una gran desventaja en los institutos, colegios y universidades por no contar con intérpretes de lengua de señas venezolanas que apoyen a los docentes.El diseño de la investigación fue documental, bibliográfico y de campo, de tipo descriptivo. Dentro de este marco se planteó la necesidad de repensar la práctica docente, al proponer nuevos desafíos que permitan generar, entre otros aspectos estrategias pedagógicas alternas para la construcción de una cultura educativa en la cual todos se sientan partícipes además de romper con las barreras de lenguaje y comunicación permitiendo una mayor inclusión de personas con hipoacusia, o con discapacidad auditiva al ámbito universitario y por otro lado se ve la transformación educativa al fortalecer y facilitar la comprensión de los temas de mayor dificultad a través de la utilización del E-learning. Contato principal: [email protected]

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