Our modern era has brought about radical changes in the way courses are delivered and various teaching methods are being introduced to answer the purpose of meeting the modern learning challenges. On that account, the conventional way of teaching is giving place to a teaching method which combines conventional instructional strategies with contemporary learning trends. Thereby, a new course type has emerged, the blended course in the context of which online teaching and conventional instruction are efficiently mixed. This paper demonstrates a way to identify factors affecting students’ critical performance in blended courses through a binary logistics regression analysis on students’ engagement data. The binary logistics regression analysis has led to a risk model which identifies and prioritizes these factors in proportion to their contribution to the risk occurrence. The risk model is demonstrated in the context of two specific blended courses sharing the same learning design. Additionally, the outcome of the study has proved that factors related to the e-learning part have critically affected the students’ performance in the respective blended courses.
Purpose:The research objective is to address the problem of students' critical achievement in remote lab courses aiming at identifying the risk factors of students' failure by exploiting e-learning learning analytics. A robust risk model is developed to serve this purpose. The research is orented into NI-Elvis remote lab courses given that they offer a stable environment in the context of which automation lab courses could be effectively delivered. Design/methodology/approach: A robust risk model was developed by analyzing students' behavioral engagement data. The e-learning part of the remote lab course was used to provide the requisite dataset. In detail, a proper binary logistics regression scheme was employed to come up with the aforementioned risk model. The e-learning part was implemented by a specific e-learning platform that is suitable for NI-Elvis remote lab courses. The data was collected after the course completion. Findings: Factors that are related to students' engagement (number of theory exercises completed and number of messages sent) appeared to be decisive. Originality/value: The originality of our research lies in the fact that the issue of students' critical achievement in remote lab courses is not addressed in a fragmentary way by just carrying out a specific analysis and coming up with results, like many similar studies in the literature. Thereby, a concrete methodology was developed on the basis of an established generic risk management framework. The added value of our research is centered on the fact that our risk model could potentially be applied to any remote lab course to come up with the respective risk factors.
This research aimed to examine the role of leadership in the school environment and leadership’s contribution to the effectiveness of teachers’ professional development in the public secondary education of Athens to improve the learning process and school quality. More specifically, this study highlights the school principal's contribution as a leader in teachers’ professional development. The choice of leadership style (education, administrative, transformational, ethical, participatory, and contingent) positively impacts teachers’ professional development. Data were collected from 180 teachers of the public secondary education of Athens, involving lower secondary schools, upper secondary vocational and general schools, excluding private and other types of schools. SPSS software was used to perform quantitative analysis of the collected data. The results showed no statistically significant correlation between teachers’ gender, skills, characteristics, and abilities. However, it was observed that there is a statistically significant correlation between age, tolerance, and rejection of educational techniques on teaching practice. The evidence from this study confirmed a direct impact of the school principal’s training on teachers’ professional development. Finally, it was concluded that the school principal – the leader should work as a learning manager to lead teachers in professional development and as a learning manager and an inspiration for lifelong learning.
Purpose: Students at risk is a cardinal problem. Students' failure has a negative impact on many areas. Students are more liable to fail in courses that call for specific skills' development. A typical paradigm is the Business Informatics courses which combine digital and business skills. The research objective is to address the problem of students' failure in blended Business Informatics courses by identifying students who are liable to fall through. Design/methodology/approach: Students' data in regard to enterprise and informatics skills were analyzed in terms of a binary logistics regression with a view to developing a model to identify students at risk. A binary variable was modeled to describe students at risk and students not at risk. The students' data constituted the independent variables in our regression analysis whereas the variable describing students at risk was the dependent variable. The students' data was collected by well-designed students' learning activities on Moodle. The data was collected after the first course-run. The regression analysis outcome was a classification table indicating students at risk. Findings: The number of laboratory exercises completed along with the self-test's assessment completed were the main risk factors for this Business Informatics course. Given that the laboratory exercises were implemented through Moodle and were explained during conventional laboratory lectures, it appears that both the e-learning part and the conventional part plays a significant role in students' critical achievement in terms of this specific Business Informatics course. In parallel, factors related to practical skills' development (laboratory exercises completed) 1 have appeared to assume a cardinal role in students' final learning outcome. Originality/value: The originality of this research lies in the fact that the issue of identifying students at risk is not addressed in a fragmentary way by just carrying out a specific analysis and coming up with results, like many similar studies in the literature. Thereby, a concrete methodology was developed on the basis of an established generic risk management framework. Therefore, the identification of students at risk is included in the phases of a potent framework. The added value of this research is centered on the fact that this model could potentially be applied to any Business Informatics blended course in order to come up with the respective risk factors. In parallel, this model could be verified by being applied to a plethora of Business Informatics blended courses with a view to generating a prediction model for students at risk for Business Informatics blended courses that share the same learning design.
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