scholarly journals Using Temporal Analytics to Detect Inconsistencies Between Learning Design and Students’ Behaviours

2018 ◽  
Vol 5 (3) ◽  
Author(s):  
Quan Nguyen ◽  
Michal Huptych ◽  
Bart Rienties
Keyword(s):  
Time Management ◽  
Learning Analytics ◽  
Virtual Learning Environment ◽  
Limited Attention ◽  
Learning Design ◽  
High Performing ◽  
Catching Up ◽  
Design For Learning ◽  
Learning Behaviours ◽  
Digital Footprints

Extensive research in learning science has established the importance of time management in online learning. Recently, learning analytics (LA) has shed further lights on the temporal characteristics of learning by allowing researchers to capture authentic digital footprints of student learning behaviours. Nonetheless, students’ timing of engagement and its relation to learning design (LD) and academic performance have received limited attention. This study investigates to what extent students’ timing of engagement aligned with instructor learning design, and how engagement varied across different levels of performance. Our findings revealed a mismatch between how instructors designed for learning and how students study. In most weeks, students spent less time studying the assigned materials on the virtual learning environment (VLE) compared to the number of hours recommended by instructors. The timing of engagement also varied, from in advance to catching up patterns. High-performing students spent more time studying in advance, while low-performing students spent a higher proportion of their time on catching-up activities. By incorporating the pedagogical context into learning analytics, not only we can understand what, why, and when students engage, but also how their behaviours are influenced by the way instructors design for learning.

Impact of values on the learning approaches of Chinese construction students in Hong Kong

2014 ◽  
Vol 21 (5) ◽  
pp. 481-504 ◽  
Author(s):  
Mei-yung Leung ◽  
Chen Dongyu ◽  
Anita M.M. Liu
Keyword(s):  
Hong Kong ◽  
Interpersonal Relationships ◽  
Personal Values ◽  
Value Systems ◽  
Limited Attention ◽  
Learning Approaches ◽  
Personal Integrity ◽  
Content Type ◽  
Learning Behaviours ◽  
The Impact

Purpose – The purpose of this paper is to explore the influence of personal values on students’ learning behaviours. Hong Kong construction students are often criticized, by both practitioners and educators, as rote learners. To improve students’ learning processes, extensive research on a variety of aspects of construction education has been conducted. However, limited attention has been paid to the influence of personal values on students’ learning behaviours. The impact of personal value factors on the learning approaches of Chinese construction students in Hong Kong is investigated. Design/methodology/approach – A questionnaire survey was conducted to ethically Chinese construction students in four universities in Hong Kong. A total of 820 questionnaires were distributed and 431 valid returns were collected. Findings – The survey identified six influential values (namely, personal integrity, conservatism, determination, discipline, interpersonal relationships, and achievement), and shows that students who emphasize the virtues of personal integrity, determination, and a positive attitude toward achievement are better able to handle their interpersonal relationships, which will eventually lead them to engage in deep learning. Originality/value – Work to develop appropriate value systems is thus recommended in freshmen courses, as is the use of cooperative learning approaches. Such value systems will have a long-term influence on the learning approaches of construction students.

scholarly journals Learning Analytics to Reveal Links Between Learning Design and Self-Regulated Learning

2021 ◽  
Author(s):  
Yizhou Fan ◽  
Wannisa Matcha ◽  
Nora’ayu Ahmad Uzir ◽  
Qiong Wang ◽  
Dragan Gašević
Keyword(s):  
Learning Analytics ◽  
High Performance ◽  
Process Mining ◽  
Learning Experience ◽  
Learning Design ◽  
Metacognitive Control ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
High Level ◽  
Evaluation Of Learning

AbstractThe importance of learning design in education is widely acknowledged in the literature. Should learners make effective use of opportunities provided in a learning design, especially in online environments, previous studies have shown that they need to have strong skills for self-regulated learning (SRL). The literature, which reports the use of learning analytics (LA), shows that SRL skills are best exhibited in choices of learning tactics that are reflective of metacognitive control and monitoring. However, in spite of high significance for evaluation of learning experience, the link between learning design and learning tactics has been under-explored. In order to fill this gap, this paper proposes a novel learning analytic method that combines three data analytic techniques, including a cluster analysis, a process mining technique, and an epistemic network analysis. The proposed method was applied to a dataset collected in a massive open online course (MOOC) on teaching in flipped classrooms which was offered on a Chinese MOOC platform to pre- and in-service teachers. The results showed that the application of the approach detected four learning tactics (Search oriented, Content and assessment oriented, Content oriented and Assessment oriented) which were used by MOOC learners. The analysis of tactics’ usage across learning sessions revealed that learners from different performance groups had different priorities. The study also showed that learning tactics shaped by instructional cues were embedded in different units of study in MOOC. The learners from a high-performance group showed a high level of regulation through strong alignment of the choices of learning tactics with tasks provided in the learning design. The paper also provides a discussion about implications of research and practice.

scholarly journals ABC LD – A new Toolkit for Rapid Learning Design

2020 ◽  
pp. 426-437
Author(s):  
Nataša Perović ◽  
Clive P.L. Young
Keyword(s):  
Learning Outcomes ◽  
Tertiary Education ◽  
High Energy ◽  
Virtual Learning Environment ◽  
Learning Design ◽  
Creative Commons ◽  
Hands On ◽  
University College London ◽  
Rapid Transition ◽  
Institutional Contexts

ABC Learning Design (ABC LD) is a high-energy, hands-on curriculum development workshop from University College London (UCL). In just 90 minutes teaching teams work together to create a visual “storyboard”. The storyboard is made up of pre-printed cards representing the type and sequence of learning activities (both online and offline) required to meet the module or programme learning outcomes. All the resources have been released under Creative Commons licenses and are free to download, adapt and use.ABC LD is now popular across European tertiary education and beyond. Participants have found the workshop-based “sprint” approach to be quick, engaging and productive. The original UCL or “base” ABC LD is built around a collaborative and intensive 90’ workshop in which module teams work together to produce a paper-based storyboard describing the student journey.Over the last two years UCL has led an Erasmus+ project to develop and evaluate the ABC LD method with 12 partners (https://abc-ld.org). We have focused on localisation to institutional contexts and have explored the important link between storyboard designs and the Virtual Learning Environment. The main output is a freely downloadable Toolkit of resources and guides, enabling any college or university to adapt and adopt the method.Although developed to promote blended learning, during the COVID emergency, some institutions have now modified ABC LD to be facilitated remotely to support their need for a rapid transition to online learning. ABC LD is proving an effective method in this new format, too.

scholarly journals A Reflective Analysis on Neurodiversity and Student Wellbeing: Conceptualising Practical Strategies for Inclusive Practice

2021 ◽  
Author(s):  
Elliott Spaeth ◽  
Amy Pearson
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Universal Design ◽  
Negative Impact ◽  
Universal Design For Learning ◽  
Learning Approach ◽  
Relevant Theory ◽  
Inclusive Practice ◽  
Design For Learning ◽  
Learning Behaviours

With the number of neurodivergent students entering Higher Education increasing, it is essential that we understand how to provide an inclusive educational experience which facilitates positive wellbeing. In this reflective analysis we draw upon our position as neurodivergent academics alongside relevant theory and literature to foster understanding and provide practical strategies for those supporting neurodivergent students. We emphasise the importance of questioning normative assumptions around expected student learning behaviours, and the negative impact that these assumptions can have upon neurodivergent students. We then provide several practical strategies that can be used to develop more inclusive practice, drawing upon principles embedded within a Universal Design for Learning approach.

scholarly journals Learning Analytics in a Virtual Learning Environment: the challenge of mapping socio-affective scenarios

2020 ◽  
Vol 8 (6) ◽  
pp. 190-204
Author(s):  
Jacqueline Mayumi Akazaki ◽  
Leticia Rocha Machado ◽  
Ketia Kellen Araújo da Silva ◽  
Patricia Alejandra Behar
Keyword(s):  
Social Interactions ◽  
Undergraduate Students ◽  
Social Relations ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Pedagogical Strategies ◽  
The Social ◽  
Visualization Of Data

Virtual courses are increasingly being offered in Brazil, making it imperative to develop technological resources and research to help in the teaching and learning processes in this modality. One approach is to analyze student's socio-affective profile in Virtual Learning Environments (VLE). The co-operative learning network (ROODA) VLE has two features called the Social Map (SM) and Affective Map (AM), which can both contribute to the visualization of data regarding social interaction indicators and students' moods in the environment. The SM presents the social relations formed through indicators, which are the absence; collaboration; the distance from the class; evasion; informal groups and popularity, enabling the identification of the participating subjects in the form of sociograms. The AM identifies students' moods graphically through indicators, which are excitement, discouragement, satisfaction, and dissatisfaction. Thus, this article aims to map the possible recurrent socio-affective scenarios in a VLE using Learning Analytics (LA). LA is defined as measurement, collection, analysis, and reporting of data about students and their contexts to understand as well as optimize learning and the environments in which it occurs. It can also contribute to the understanding of student's learning profile, based on social and affective aspects, thus allowing the teacher to develop pedagogical strategies consistent with the needs of each subject. The importance of integrating the possible social and affective scenarios was verified using LA, making it possible to deepen the comprehension of the subjective and qualitative questions regarding the students' interactions in the VLE. In this study, the scenarios are understood as the intersection between the Affective Map and Social Map indicators identified in a VLE. It has both a qualitative and quantitative approach. The choice is qualitatively justified because the research object involves social and affective phenomena that were subjectively expressed in texts and social interactions manifested in the ROODA VLE. It is quantitatively justified by the need to measure the mapping of socio-affective indicators through social parameters and moods applying LA. The subjects were undergraduate students who participated in distance learning courses at a Brazilian public university that used the ROODA VLE in the second semester of 2019. Data were collected from social and affective maps to identify if there was a relationship between them. As a result, based on the existing indicators of social interactions and moods, the socio-affective indicators were created using LA in order to analyze the students’ behavior in relation to the forms of interaction and communication that occur in the ROODA VLE.

scholarly journals Accompanying Students in Online Learning: Challenges and Interventions

2021 ◽  
Vol 2 (2) ◽  
pp. 106-119
Author(s):  
Gilbert Santos Arrieta ◽  
Reuben C. Calabio ◽  
Elna M. Rogel
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Affairs ◽  
Time Management ◽  
Teaching And Learning ◽  
Guidance Counselors ◽  
Virtual Learning Environment ◽  
Online Environment ◽  
Learning Challenges ◽  
Home And School

When children come to school, parents endorse them to the teachers and staff who have the duty to take care of their formation and growth while they are in school. Being in school does not only allow the students to learn formally but also to meet new people who become their classmates and friends. The home and school which are the primary places of children/students should be nurturing environments where they grow and assisted. In school, the systems are already in place in terms of teaching and learning including the emotional assistance to students. However, this remains to be seen in a virtual learning environment. The Covid-19 pandemic forced teaching and learning to be conducted in an online environment, a road less traveled in education. Though the learning continuity plan was developed and directives were issued, it was expected that there will be challenges and concerns that will emerge. Managing the challenges experienced by the students is another concern. This study aims to find out the difficulties and challenges encountered by the students as shared and observed by the teachers, and how the students were assisted by the teachers. Based on the findings, it was found out that overload of requirements, time management, isolation, and lack of privacy are the main challenges and concerns encountered by the teachers. According to the teachers and guidance counselors, these were managed by being available online to the students, coordination of the student affairs, teachers, and guidance counselors, listening, and counseling/giving of advice. From these findings, the challenges and concerns will be addressed appropriately and lesser concerns will emerge as the online learning progresses.

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