Content analysis and visualizations: Tools for a social media-enhanced learning environment

Kuosa, Kirsi; Koro, Juho; Tervakari, Anne-Maritta; Paukkeri, Jukka; Kailanto, Meri

doi:10.1109/icl.2014.7017799

Cited by 3 publications

(2 citation statements)

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“…They reported on the utility of visualization of students' interactions, and researched the learning analytics potentials of the platform. The group later contributed with research on content analytics, social media analytics and teacher tools [33]. Other aspects of learning analytics followed such as predicting students' performance in programming courses and using machine learning methods to predict students' need for assistance [34].…”

Section: Finlandmentioning

confidence: 99%

“…The group later contributed with research on content analytics, social media analytics and teacher tools [33]. Other aspects of learning analytics followed such as predicting students' performance in programming courses and using machine learning methods to predict students' need for assistance [34]. A notable body of research comes from Järvelä and colleagues on self-regulated and collaborative learning, who investigated social shared regulation, interactions and engagement with collaborative learning and the temporal sequence of regulatory processes [35] [36].…”

Section: Finlandmentioning

confidence: 99%

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Efforts in Europe for Data-Driven Improvement of Education – A Review of Learning Analytics Research in Seven Countries

Nouri

Ebner²,

Saqr

et al. 2019

iJAI

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Information and communication technologies are increasingly mediating learning and teaching practices as well as how educational institutions are handling their administrative work. As such, students and teachers are leaving large amounts of digital footprints and traces in various educational apps and learning management platforms, and educational administrators register various processes and outcomes in digital administrative systems. It is against such a background we in recent years have seen the emergence of the fast-growing and multi-disciplinary field of learning analytics. In this paper, we examine the research efforts that have been conducted in the field of learning analytics in Austria, Denmark, Finland, Norway, Germany, Spain, and Sweden. More specifically, we report on developed national policies, infrastructures and competence centers, as well as major research projects and developed research strands within the selected countries. The main conclusions of this paper are that the work of researchers around Europe has not led to national adoption or European level strategies for learning analytics. Furthermore, most countries have not established national policies for learners’ data or guidelines that govern the ethical usage of data in research or education. We also conclude, that learning analytics research on pre-university level to high extent have been overlooked. In the same vein, learning analytics has not received enough focus form national and European national bodies. Such funding is necessary for taking steps towards data-driven development of education.

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Section: Finlandmentioning

confidence: 99%