Analysis of dynamic resource access patterns in a blended learning course

Hecking, Tobias; Ziebarth, Sabrina; Hoppe, H. Ulrich

doi:10.1145/2567574.2567584

Cited by 17 publications

(5 citation statements)

References 23 publications

(22 reference statements)

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“…• Visual learning analytics (Hecking & Hoppe, 2015;Lárusson & White, 2012;Pérez-Marín & Pascual-Nieto, 2010;Whitelock et al, 2014, and…”

Section: Discussionmentioning

confidence: 99%

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The Handbook of Learning Analytics

Gašević¹,

Merceron²

2022

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Over the last ten years learning analytics (LA) has grown from a hypothetical future into a concrete field of inquiry and a global community of researchers and practitioners. Although the LA space may appear sprawling and complex, there are some clear through-lines that the new student or interested practitioner can use as entry points. Four of these are presented in this chapter, 1. LA as a concern or problem to be solved, 2. LA as an opportunity, 3. LA as field of inquiry and 4. the researchers and practitioners that make up the LA community. These four ways of understanding LA and its associated constructs, technologies, domains and history can hopefully provide a launch pad not only for the other chapters in this handbook but the world of LA in general. A world that, although large, is open to all who hold an interest in data and learning and the complexities that follow from the combination of the two.

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“…• Visual learning analytics (Hecking & Hoppe, 2015;Lárusson & White, 2012;Pérez-Marín & Pascual-Nieto, 2010;Whitelock et al, 2014, and…”

Section: Discussionmentioning

confidence: 99%

“…Graph-based methods are also adopted for automated extraction of concept maps from students' collaborative writings. Such concept maps are then used to provide visual feedback to learners (Hecking & Hoppe, 2015) as a means of helping them review and revise their essays.…”

Section: Content Analytics Of Students' Products Of Learningmentioning

confidence: 99%

The Handbook of Learning Analytics

Gašević¹,

Merceron²

2022

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“…There are other works that have analyzed the use and outcome of different implementations of gamification in e-learning, e.g., a reward system in the Blackboard platform [9] or a reputation system in an edX Massive Open Online Course (MOOC) [10]. The interaction of students in a Moodle course with wiki articles (where students can peer review each article), discussion forums and also access to optional material such as scientific articles or lecture videos have also been looked at [11]. In addition, many studies inspected the relationship between forum participation and learning outcomes: forum activity, for example, in UNED COMA courses is a useful indicator for success [12].…”

Section: Related Workmentioning

confidence: 99%

Do Optional Activities Matter in Virtual Learning Environments?

Ruipérez‐Valiente

Muñoz‐Merino

Kloos

et al. 2014

Open Learning and Teaching in Educational Communities

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Abstract. Virtual Learning Environments (VLEs) provide students with activities to improve their learning (e.g., reading texts, watching videos or solving exercises). But VLEs usually also provide optional activities (e.g., changing an avatar profile or setting goals). Some of these have a connection with the learning process, but are not directly devoted to learning concepts (e.g., setting goals). Few works have dealt with the use of optional activities and the relationships between these activities and other metrics in VLEs. This paper analyzes the use of optional activities at different levels in a specific case study with 291 students from three courses (physics, chemistry and mathematics) using the Khan Academy platform. The level of use of the different types of optional activities is analyzed and compared to that of learning activities. In addition, the relationship between the usage of optional activities and different student behaviors and learning metrics is presented.

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“…SPOC is a popular restricted online course in colleges and universities, including the use of standardized teaching videos, classroom task points, regular tests, forum discussions, and other teaching forms [21]. The data recording of learners' learning behavior in SPOCs has the characteristics of large quantity, multiple types, and fast updates [66]. Under the above two conditions, it is difficult to obtain learners' learning status and characteristics by manually analyzing learning behavioral data [21].…”

Section: Introductionmentioning

confidence: 99%

SPOC online video learning clustering analysis: Identifying learners' group behavior characteristics

Lü

et al. 2023

Comp Applic In Engineering

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With the widespread of Small Private Online Courses (SPOC) in colleges and universities, course organizers who provide high-quality personalized course activities need to understand learners' learning status and characteristics, and then optimize the course teaching. However, little research has been done on different learners' group behavior characteristics, such as which indicators can reflect learner groups' behavior, and what are the typical behavior characteristics of different learner groups. In this work, we established a Python Language Foundation self-built SPOC course, and 109 undergraduates' learning behavior data were collected and analyzed. From 74-dimensional behavior log data consisting of 72 video-viewing, course video score, and comprehensive score, Principal Component Analysis was performed to reduce dimensionality. Agglomerative hierarchical clustering was used to divide learners into different categories, and the results showed that 15 groups are clustered. According to the analysis of the four indicators for group characteristics, which are the completion and viewing-stability of task-point videos, unit test excellence, and comprehensive score, it is identified into five primary types, including positive type, regular type, negative type, seminegative type, and a fluctuation type. Experiments conducted on a real data set across different academic years and courses show that the proposed approach has better clustering accuracy and practicability. It is expected that this work may be used to strengthen the personalized learning support services system in educational institutions and develop a tool that integrates exploration and analysis work onto the web platform.

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Analysis of dynamic resource access patterns in a blended learning course

Cited by 17 publications

References 23 publications

The Handbook of Learning Analytics

The Handbook of Learning Analytics

Do Optional Activities Matter in Virtual Learning Environments?

SPOC online video learning clustering analysis: Identifying learners' group behavior characteristics

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