Explainable learning analytics to identify disengaged students early in semester: an intervention supporting widening participation

Linden, Kelly; Ploeg, Neil van der; Roman, Noelia

doi:10.1080/1360080x.2023.2212418

Cited by 3 publications

(4 citation statements)

References 20 publications

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“…A systematic review found that targeted approaches can be effective, particularly when developed for first-year at-risk students (Eather et al, 2022). It is important when developing early response systems that they are explainable to students; for example, contacting students who have missed assessments has been shown to be successful (Linden et al, 2023). We propose that, where possible, universities should be contacting students who have failed an assessment early in their course and providing one-on-one support with a pedagogy of kindness.…”

Section: Targeted Support For Studentsmentioning

confidence: 99%

Embedded tutors: Enhancing student success and academic integrity with a pedagogy of kindness in first-year university

2024

JALT

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Academic integrity; artificial intelligence in higher education; feedback; feedforward; pedagogy of kindness; tutoring.Recent disruptions to higher education, including generative artificial intelligence, have highlighted an increased need for student support, particularly to enable a smooth transition in first-year university. The timing and the tone of support are critical. Here, content expert tutors were embedded in 24 first-year units to provide one-on-one draft assessment feedforward. Tutors received training on using the principle of the pedagogy of kindness; showing concern, compassion and empathy when interacting with students, and raising academic misconduct concerns. This study aimed to evaluate the impact of employing a pedagogy of kindness in tutor sessions on preventing academic integrity issues. Of the 704 draft assessments submitted, 51 students (7%) engaged in a discussion regarding academic integrity. Of these 51 students, 45 students passed their unit and only one required further investigation for academic misconduct. Tutors proactively contacted students who were identified as at risk of failing their unit. At-risk students who met with a tutor were more likely to pass their subject and achieved a higher average cumulative mark (51% vs 41%, p<0.05). In this paper, we evaluate how tutors providing a pedagogy of kindness increased meaningful learning and student success when incorporating cognitive presence. A responsive strategy using this pedagogical approach was implemented to address the increased use of generative artificial intelligence tools and to decrease the incidence of student academic misconduct.

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Section: Targeted Support For Studentsmentioning

confidence: 99%

Embedded tutors: Enhancing student success and academic integrity with a pedagogy of kindness in first-year university

2024

JALT

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“…A research-informed retention model has been developed to support commencing student engagement and assessment success as depreviously (Linden et al, 2023) to align with best practice transition pedagogy (Kift, 2009). First year Unit…”

Section: The Retention Modelmentioning

confidence: 99%

“…Unit-specific Embedded Tutor appointments were available to provide one-on-one assessment feedback for major written assessments. This work has been shown to reduce the number of students who are enrolled yet do not submit any assessment items and receive a zero-fail grade (ghost students) and increase the number of students who receive a passing grade (Linden et al, 2023).…”

Section: The Retention Modelmentioning

confidence: 99%

“…Sending an email to students who have not accessed the in the first two weeks of the Semester is an effective, low-cost support for online students. We have previously shown that the day the email is sent, approximately 20% of students access the LMS (Linden et al, 2023). The second group of 90 students, active in the LMS in Week Two, were subsequently identified as disengaged due to missed assessment or low LMS activity in weeks 3 and 4.…”

Section: Identification and Support Of Disengaged Studentsmentioning

confidence: 99%

See 1 more Smart Citation

Initiatives supporting student retention in early childhood teacher education qualifications

Gibbs,

Linden,

Teakel

et al. 2023

Australasian Journal of Early Childhood

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This paper describes a case study using quantitative and qualitative approaches to investigate student engagement and retention within an online early childhood teacher education program at a regional Australian university. Two key interventions, the identification and support of disengaged students and the Embedded Tutors Program are described and examined. Initial findings on these retention initiatives, developed to support Early Childhood Education undergraduates studying in the online environment, are presented. Additionally, discussion of the findings through the theory of practice architectures highlights the practices and institutional arrangements that create the conditions to support student retention. This study is significant in planning for Early Childhood Education workforce quality and supply. It may offer guidance to institutions for their retention practices with early childhood teacher undergraduates studying in the online environment.

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Understanding university failure: zero-fails, COVID-19 and commencing student outcomes at an Australian university

van der Ploeg,

Linden,

Hicks

et al. 2024

Higher Education Research & Development

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Explainable learning analytics to identify disengaged students early in semester: an intervention supporting widening participation

Cited by 3 publications

References 20 publications

Embedded tutors: Enhancing student success and academic integrity with a pedagogy of kindness in first-year university

Embedded tutors: Enhancing student success and academic integrity with a pedagogy of kindness in first-year university

Initiatives supporting student retention in early childhood teacher education qualifications

Understanding university failure: zero-fails, COVID-19 and commencing student outcomes at an Australian university

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