Engaging the disengaged: Exploring the use of course-specific learning analytics and nudging to enhance online student engagement

Abstract

Universities increasingly implement online delivery to strengthen students' access and flexibility. However, they often do so with limited understanding of the impact of online pedagogy on student engagement. To explore these issues, a research project was conducted investigating the use of course-specific learning analytics to 'nudge' students into engaging more actively in their courses. Drawing on perspectives emanating from communication and critical theories, the research involved a staged intervention strategy conducted across three courses (n=892) focussing on a range of timely, strategic communication interventions. Research findings revealed benefits for students who felt supported by explicit expectation management and the strategic use of early nudging to enhance their prioritisation of key course-specific resources. Academics benefited by making use of nudging templates/principles to increase student engagement in their courses. The course-specific context meant that academics and students explicitly shared ways of working in the one place where learners ultimately succeed -the course.

“I’m Not a Number, I’m Someone to Them”: Supporting Commencing University Students’ Through Technology-Mediated Personalised Communication

“…Participants expressed that the personalised feedback increased their motivation to engage with the course and nudged them to complete their learning tasks (Graham et al 2017;Lawrence et al 2019). They did not feel the communications were overly intrusive or "clogged up their inbox".…”

“…Baik et al, 2015;Brooker et al, 2017). Rather than targeting low/non-engaging or "at-risk" students (Lawrence et al, 2019), our intervention sought to increase the online activity and learning outcomes of all students enrolled across the courses. Drawing on students' engagement and performance data (i.e.…”

Personalised Emails in First-Year Mathematics: Exploring a Scalable Strategy for Improving Student Experiences and Outcomes

“…The shift in student cohorts has also occurred alongside an increase in the complexity of higher education environments. This complexity is being propelled by funding pressures increasing staff-student ratios, technological developments disrupting how teaching is delivered and learning is consumed, as well as expanded governance impacting university systems and processes (Lawrence et al, 2019). Navigating this can be extremely challenging, especially for students working from a position of reduced preparation, competing priorities (like employment and caring), limited experience in contemporary learning environments, and less familiarity with university operations (Kahu & Nelson, 2018).…”

“…As many students initially perceive learning as a passive process, shifting students' mindsets toward active engagement that requires them to think more critically about the subject matter is vital (Wingate, 2007). However, this tends to be a challenging adjustment, so scaffolding is needed to minimise the chance of students becoming overwhelmed and disengaged (Lawrence et al, 2019).…”

“…One technology-based approach to student support is personalised emails, where analytical insights from online engagement and course performance are used to develop messages customised to individuals (Lim et al, 2019). This gently nudges students toward actions tailored to their circumstances, easing navigation of the university environment (Lawrence et al, 2019), increasing their responsibility in the learning process (Fritz, 2017), and supporting learning self-regulation (Lim et al, 2019). However, limited research has investigated the approach's potential as a semester-long strategy for supporting students in course-based settings.…”