scholarly journals Understanding Learning Analytics Indicators for Predicting Study Success

2020 ◽  
Author(s):  
Dirk Ifenthaler ◽  
Jane Yin-Kim Yau
Keyword(s):  
Learning Analytics ◽  
Education Institution ◽  
Sociodemographic Factors ◽  
Cognitive Capacity ◽  
Study Success ◽  
Related Factors ◽  
Clickstream Data ◽  
Learning History ◽  
Learning Journey ◽  
Key Indicators

Common factors, which are related to study success include students’ sociodemographic factors, cognitive capacity, or prior academic performance, and individual attributes as well as course related factors such as active learning and attention or environmental factors related to supportive academic and social embeddedness. The aim of this research is to gain a deeper understanding of not only if learning analytics can support study success, but which aspects of a learner’s learning journey can benefit from the utilisation of learning analytics. We, therefore, examined different learning analytics indicators to show which aspect of the learning journey they were successfully supporting. Key indicators may include GPA, learning history, and clickstream data. Depending on the type of higher education institution, and the mode of education (face-to-face and/or distance), the chosen indicators may be different due to them having different importance in predicting the learning out-comes and study success.

scholarly journals Reflections on Different Learning Analytics Indicators for Supporting Study Success

2020 ◽  
Vol 2 (2) ◽  
pp. 4 ◽  
Author(s):  
Dirk Ifenthaler ◽  
Jane Yin-Kim Yau
Keyword(s):  
Learning Outcomes ◽  
Learning Analytics ◽  
Education Institution ◽  
Sociodemographic Factors ◽  
Cognitive Capacity ◽  
Study Success ◽  
Related Factors ◽  
Clickstream Data ◽  
Learning History ◽  
Learning Journey

<p class="0abstract"><span lang="EN-AU">Common factors, which are related to study success include students’ sociodemographic factors, cognitive capacity, or prior academic performance, and individual attributes as well as course related factors such as active learning and attention or environmental factors related to supportive academic and social embeddedness. In addition, there are various stages of a learner’s learning journey from the beginning when commencing learning until its completion, as well as different indicators or variables that can be examined to gauge or predict how successfully that journey can or will be at different points during that journey, or how successful learners may complete the study and thereby acquiring the intended learning outcomes. The aim of this research is to gain a deeper understanding of not only if learning analytics can support study success, but which aspects of a learner’s learning journey can benefit from the utilisation of learning analytics. We, therefore, examined different learning analytics indicators to show which aspect of the learning journey they were successfully supporting. Key indicators may include GPA, learning history, and clickstream data. Depending on the type of higher education institution, and the mode of education (face-to-face and/or distance), the chosen indicators may be different due to them having different importance in predicting the learning outcomes and study success.</span></p>

Frailty and Autonomy among the Oldest Old: Evidence from the Multicenter Prospective AgeCoDe-AgeQualiDe Study

Gerontology ◽  
2021 ◽  
pp. 1-8
Author(s):  
André Hajek ◽  
Christian Brettschneider ◽  
Tina Mallon ◽  
Hanna Kaduszkiewicz ◽  
Birgitt Wiese ◽  
...  
Keyword(s):  
Old Age ◽  
Service Use ◽  
Oldest Old ◽  
Strong Association ◽  
Total Sample ◽  
Sociodemographic Factors ◽  
Related Factors ◽  
Clinical Frailty Scale ◽  
Related Quality ◽  
Health Related

Introduction: There is a lack of studies examining the link between perceived autonomy and frailty among the oldest old. Therefore, our objective was to fill this gap. Methods: Data were used from the multicenter prospective cohort study “Needs, health service use, costs and health-related quality of life in a large sample of oldest-old primary care patients (85+)” (AgeQualiDe; follow-up [FU] wave 9; n = 510 observations in the analytical sample). The average age was 90.3 years (SD: 2.7 years). The Canadian Study of Health and Aging (CSHA) Clinical Frailty Scale (CFS) was used to assess frailty. Socioeconomic and health-related covariates were included in our regression model. The autonomy scale developed by Schwarzer was used to assess perceived autonomy in old age. Results: Adjusting for various confounders, multiple linear regressions showed that lower perceived autonomy was associated with increased levels of frailty (total sample: β = −0.13, p < 0.001; women: β = −0.14, p < 0.001; and men: β = −0.12, p < 0.001). Furthermore, lower perceived autonomy was associated with more depressive symptoms, higher cognitive impairment, and being institutionalized (except for men) in the total sample and in both sexes, but it was not significantly associated with age, sex, marital status, educational level, and social support. Conclusion: Findings indicate that frailty is associated with lower autonomy among the oldest old. More generally, while health-related factors were consistently associated with autonomy, sociodemographic factors (except for being institutionalized) were not associated with autonomy among the oldest old. We should be aware of the strong association between autonomy and physical as well as mental health in very old age.

Child development and family mental health in war and military violence: The Palestinian experience

2008 ◽  
Vol 32 (4) ◽  
pp. 310-321 ◽  
Author(s):  
Samir Qouta ◽  
Raija-Leena Punamäki ◽  
Eyad El Sarraj
Keyword(s):  
Mental Health ◽  
Psychological Distress ◽  
Child Development ◽  
Peer Relations ◽  
Cognitive Capacity ◽  
Palestinian Authority ◽  
Related Factors ◽  
Developmental Issues ◽  
Governmental Organization ◽  
Military Violence

The article reviews developmental research among Palestinians living in Gaza. The aims are, first, to analyze how exposure to traumatic events associates with children's mental health and their cognitive, emotional and social development. Second, we aimed to model familial and symbolic processes that can either harm or protect the mental health of children. Third, we wanted to learn who the resilient children are in conditions of war and military violence. The reviewed research has been conducted in the context of a Palestinian non-governmental organization, the Gaza Community Mental Health Programme, during the political upheavals involving hopes for peace and intensive war and violence: the First Intifada (1987—1993), the Palestinian Authority rule (1994— ) and the Second Al Aqsa Intifada (2001— ). The results show that life threat, violence and losses form a risk for increased psychological distress. There are, however, a myriad of child, family and society related factors and psycho-socio-physiological processes that protect child development and mental health. They include, e.g. loving and wisely guiding parenting, children's flexible and high cognitive capacity, flexible and multiple coping strategies and narrative and symbolic nocturnal dreaming, as well as social support and good peer relations. Different models explain psychological distress and positive resources, including child resilience. Exposure to trauma is crucial in predicting distress, while familial and developmental issues are important in building resilience. Children's conscious and unconscious cognitive-emotional processes are crucial for underlying mental health and knowledge about them is important in tailoring evidence-based preventive interventions among war victims.

ENGLISH-MAJORED STUDENTS’ PERSPECTIVES ON THE FACTORS BOOSTING LEARNER AUTONOMY DEVELOPMENT

2020 ◽  
Vol 65 (12) ◽  
pp. 37-45
Author(s):  
Thao Tran Quoc ◽  
Dai Vo Quoc
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Qualitative Data ◽  
Education Institution ◽  
Learner Autonomy ◽  
Ho Chi Minh City ◽  
Parental Factors ◽  
Related Factors ◽  
Autonomy Development ◽  
Major Factors

This paper presents the findings of a qualitative study exploring students’ perspectives on the factors boosting learner autonomy (LA) development. This study involved 393 English-majored students from a Ho Chi Minh City based higher education institution in answering open-ended questionnaires. The content analysis approach was used to analyze the qualitative data. The findings revealed that three major factors, viz. teacher-related factors, school-related factors and parental factors were believed to positively affect students’ LA emergence. However, research participants reckoned that teacher-related factors had a major role in boosting students’ LA development while school-related factors and parental factors played contributing roles in shaping students’ LA.

scholarly journals Prenatal origins of suicide mortality: A prospective cohort study in the United States

2022 ◽  
Vol 12 (1) ◽  
Author(s):  
Pablo Vidal-Ribas ◽  
Theemeshni Govender ◽  
Rajeshwari Sundaram ◽  
Roy H. Perlis ◽  
Stephen E. Gilman
Keyword(s):  
Pregnancy Complications ◽  
Parental Education ◽  
The United States ◽  
Sociodemographic Factors ◽  
Population Based ◽  
Suicide Mortality ◽  
Related Factors ◽  
Parental Occupation ◽  
Smoking During Pregnancy ◽  
Neonatal Complications

AbstractMost suicide research focuses on acute precipitants and is conducted in high-risk populations. Yet, vulnerability to suicide is likely established years prior to its occurrence. In this study, we aimed to investigate the risk of suicide mortality conferred by prenatal sociodemographic and pregnancy-related factors. Offspring of participants (N = 49,853) of the Collaborative Perinatal Project, a U.S. population-based cohort of pregnancies enrolled between 1959 and 1966, were linked to the U.S. National Death Index to determine their vital status by the end 2016. We examined associations between sociodemographic factors during pregnancy, pregnancy complications, labor and delivery complications, and neonatal complications with suicide death coded according to ICD-9/10 criteria. By the end of 2016, 3,555 participants had died. Of these, 288 (214 males, 74 females) died by suicide (incidence rate = 15.6 per 100,000 person-years, 95% Confidence Interval [CI] = 13.9–17.5). In adjusted models, male sex (Hazard Ratio [HR] = 2.98, CI: 2.26–3.93), White race (HR = 2.14, CI = 1.63–2.83), low parental education (HR = 2.23, CI = 1.38–3.62), manual parental occupation (HR = 1.38, CI = 1.05–1.82), being a younger sibling (HR = 1.52, CI = 1.10–2.11), higher rates of pregnancy complications (HR = 2.36, CI = 1.08–5.16), and smoking during pregnancy (HR = 1,28, CI = 0.99–1.66) were independently associated with suicide risk, whereas birth and neonatal complications were not. Consistent with the developmental origins of psychiatric disorders, vulnerability to suicide mortality is established early in development. Both sociodemographic and pregnancy factors play a role in this risk, which underscores the importance of considering life course approaches to suicide prevention, possibly including provision of high-quality prenatal care, and alleviating the socioeconomic burdens of mothers and families.

Attitudes of Portuguese nursing undergraduate students toward suicidal behaviour

2020 ◽  
Vol 9 (1) ◽  
pp. 41-49
Author(s):  
Kelly Graziani Giacchero Vedana ◽  
José Carlos dos Santos ◽  
Ana Carolina Guidorizzi Zanetti ◽  
Adriana Inocenti Miasso ◽  
Carla Aparecida Arena Ventura ◽  
...  
Keyword(s):  
Nursing Students ◽  
Extracurricular Activities ◽  
Undergraduate Students ◽  
Suicidal Behaviour ◽  
Professional Competence ◽  
Education Institution ◽  
Cross Sectional Study ◽  
Related Factors ◽  
Cross Sectional ◽  
Suicide Behaviour

Background/Aims The attitudes toward suicidal behaviour and related factors are still not understood and may influence the quality of assistance. The attitudes of nursing students regarding suicide and associated factors was investigated in this study. Methods A cross-sectional study was carried out with 351 nursing students in a Portuguese higher education institution. Data were collected in 2017–2018, using a self-administered sociodemographic questionnaire and the Suicide Behaviour Attitude Questionnaire. Statistical analyses included Mann–Whitney's U-test, Student's t-test and Spearman's correlation. Results The students had more educational exposure to suicide during the undergraduate course than in extracurricular activities or interpersonal contact. Students nearing the end of the course and older students had more positive attitudes and greater perception of their professional competence. Negative attitudes were associated with condemnatory attitudes and a lower self-perception of professional competence. Condemnatory attitudes were associated with participation in scientific events. Suicidal thoughts were associated with reading about suicide and not attending a class about this subject. Conclusions This study promotes knowledge that may support future investigations and interventions regarding provisional education and support to nursing students.

scholarly journals The Influence of Refugee Students’ Personal Characteristics on Study Success in Online Education

2020 ◽  
Author(s):  
F. Reinhardt ◽  
T. Deribo ◽  
O. Zlatkin-Troitschanskaia ◽  
R. Happ ◽  
S. Nell-Müller
Keyword(s):  
Online Education ◽  
Language Proficiency ◽  
Success Factors ◽  
Personal Characteristics ◽  
Sociodemographic Factors ◽  
External Factors ◽  
Cognitive Factors ◽  
Individual Factors ◽  
Study Success ◽  
Refugee Students

Abstract There is little research on the study success factors of refugee students in higher education. One approach to meeting the growing global demands is to provide online education specifically for refugees. This study examines specific personal characteristics of refugee students and their influence on success and retention in online education. Individual factors such as intrinsic motivation and language proficiency, cognitive functioning, and sociodemographic factors such as gender and country of residence influence retention of refugee students during online studies. The results indicate that sociodemographic factors (e.g., gender), cognitive factors (e.g., English proficiency), and external factors (e.g., country of residence) have a significant influence on study retention on refugee students.

scholarly journals Higher Education Stakeholders’ Views on Learning Analytics Policy Recommendations for Supporting Study Success

2019 ◽  
Vol 1 (1) ◽  
pp. 28 ◽  
Author(s):  
Dirk Ifenthaler ◽  
Jane Yin-Kim Yau
Keyword(s):  
Higher Education ◽  
Learning Analytics ◽  
Higher Education Institutions ◽  
Research Question ◽  
Successful Implementation ◽  
Policy Recommendations ◽  
Study Success ◽  
Main Research ◽  
Success In Higher Education ◽  
Education Stakeholders

<p class="0abstract"><span lang="EN-AU">Learning analytics show promise to support study success in higher education. Hence, they are increasingly adopted in higher education institutions. This study examines higher education experts’ views on learning analytics utilisation to support study success. Our main research question was to investigate how ready higher education institutions are to adopt learning analytics. We derived policy recommendations from an international systematic review of the last five years of learning analytics research. Due to the lack of rigorous learning analytics research and adoption in Germany, this study focusses on the German university context and examines how ready German university stakeholders are to adopt learning analytics. In order to validate the policy recommendations, we conducted an interview study from June to August 2018 with 37 German higher education stakeholders. The majority of participants stated that their institutions required further resources in order to adopt learning analytics but were able to identify what these resources were in order for successful implementation.</span></p>

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