Learning analytics (LA) has emerged as a field that offers promising new ways to support failing or weaker students, 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 understanding language learner behaviour could provide valuable insights into task design for instructors and materials designers, as well as help students with effective learning strategies and personalised learning pathways. This paper first discusses previous research in the field of language learning and teaching based on learner tracking and the specific affordances of LA for CALL, as well as its inherent limitations and challenges. The second part of the paper analyses data arising from the European Commission (EC) funded VITAL project that adopted a bottom-up pedagogical approach to LA and implemented learner activity tracking in different blended or distance learning settings.Referring to data arising from 285 undergraduate students on a Business French course at Hasselt University which used a flipped classroom design, statistical and process-mining techniques were applied to map and visualise actual uses of online learning resources over the course of one semester.Results suggested that most students planned their self-study sessions in accordance with the flipped classroom design, both in terms of their timing of online activity and selection of contents. Other metrics measuring active online engagement -a crucial component of
Abstract. In the domain of process discovery, there are four quality dimensions for evaluating process models of which simplicity is one. Simplicity is often measured using the size of a process model, the structuredness and the entropy. It is closely related to the process model understandability. Researchers from the domain of business process management (BPM) proposed several metrics for measuring the process model understandability. A part of these understandability metrics focus on the control-flow perspective, which is important for evaluating models from process discovery algorithms. It is remarkable that there are more of these metrics defined in the BPM literature compared to the number of proposed simplicity metrics. To research whether the understandability metrics capture more understandability dimensions than the simplicity metrics, an exploratory factor analysis was conducted on 18 understandability metrics. A sample of 4450 BPMN models, both manually modelled and artificially generated, is used. Four dimensions are discovered: token behaviour complexity, node IO complexity, path complexity and degree of connectedness. The conclusion of this analysis is that process analysts should be aware that the measurement of simplicity does not capture all dimensions of the understandability of process models.
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