Exploring Student Interactions: Learning Analytics Tools for Student Tracking

Abstract

Abstract. This paper presents four categories of learning analytics tools: dashboards, ad hoc tools, tools for analysis of specific issues, and learning analytics frameworks, and details the characteristics of a selection of tools within each category: (1) Moodle Dashboard and Moodle default reporting tool; (2) Interactions and Teamwork Assessment Tool; (3) SNAPP, GraphFES and Moodle Engagement Analytics; and (4) VeLA and GISMO. The study investigates how these tools can be applied to the analysis of courses by using real data from a course that made intensive use of forums, wikis, web resources, videos, quizzes and assignments. The discussion that follows points out how the different tools complement each other, and suggests the implementation of basic dashboards in learning platforms and the use of external frameworks for learning analytics.

Learning Analytics with Excel in a Blended Learning Course

“…Some assumptions have been taken. Moodle's visual reports are limited and there is a lack of flexibility to show students' vital interactions on a dashboard (Kostantinidis & Grafton, 2013;Conde et al, 2015;Liu et al, 2015;Yassine & Kardy, 2016). This issue has made researchers to explore and design their own Learning Analytics Dashboards (LADs).…”

Monitoring, awareness and reflection in blended technology enhanced learning: a systematic review

“…Other reviews focused more on technical aspects, such as Verbert et al (2014; who compared design features of selected learning analytics dashboards. Conde et al (2015) reviewed selected learning analytics tools that monitor students' activities in blended learning contexts supported by Moodle. Yengin et al (2010) reviewed research on teacher monitoring tools in learning management systems to introduce their model of teachers' roles in elearning environments.…”

Assessing Student Performance by Learning Analytics Dashboards

“…Thus, teachers can assess information and identify patterns that need to be explored (Conde et al, 2015;Gasevic et al, 2015;Kitto, et al, 2016;Sin & Muthu, 2015;Verbet et al, 2013;Verbet et al, 2014;Yool et al, 2015). In contrast to the use of complexity of data extraction and analysis processes required by data mining techniques, the skills needed for using a LAD are not restricted to highly specialized knowledge and expertise (Conde et al, 2015;Liu et al, 2015;Jeonghyun et al, 2016;Yassine et al, 2016). For teachers, especially those with limited IT skills, it is imperative to adopt the LAD mechanism.…”

“…The system records students' status and various aspects of their activities through built-in tools. Until the time of this research, Moodle's visual reports are limited and there is a lack of flexibility to show students' vital interactions on a dashboard (Conde et al, 2015;Konstantinidis and Grafton, 2013;Liu et al, 2015;Yassine et al, 2016). The aim of this work is to illuminate teachers with quick and effective feedback of student data paths for a visual programming seminar through the investigation of features offered by LADs.…”