Improving Blended Learning in Higher Education Through the Synergy between Learning Design and Learning Analytics

Jayashanka, Rangana; Hewagamage, K. P.; Hettiarachchi, Enosha

doi:10.1109/icalt.2018.00120

Cited by 8 publications

(2 citation statements)

References 8 publications

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“…However, data from these tools alone will not provide benefits for improving learning designs. Therefore, it is essential to create synergy between LA and learning design, where performance, engagement, interactions, and student satisfaction can be improved [41], [59].…”

Section: B Results Of the Systematic Literature Reviewmentioning

confidence: 99%

Learning Analytics to Support Teaching Skills: A Systematic Literature Review

2021

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Learning Analytics is a vast concept and a rapidly growing field in higher education used by professors to measure, collect and analyze digital learning records to improve learning, generate new pedagogies, and make decisions about technology-driven learning. The following article presents a mapping and systematic literature review on Learning Analytics and its link to the teaching skills carried out in university practice. The research process reviewed 7,886 articles during the period from 2016 to 2020. After applying the inclusion and exclusion criteria, 50 articles were analyzed in-depth under the dimensions of (1) purposes of Learning Analytics, (2) teaching competencies, and (3) teaching practice in higher education. This work provides a basis for identifying gaps and research opportunities related to the application of teaching competencies in the field of Learning Analytics and incorporating it into teaching practice in online tutoring.

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Section: B Results Of the Systematic Literature Reviewmentioning

confidence: 99%

Learning Analytics to Support Teaching Skills: A Systematic Literature Review

2021

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“…In the early years of the 21st century, digital technology has emerged impact on education through fast information outbreaks in network technologies and led to fundamental changes in teaching and learning. The review shows a considerable number of studies emphasised the trends of digital education application in "blended learning" when combining online learning and face-to-face to enhance student learning outcomes [12,13]. However, most of the studies emphasised the benefits of blended learning, such as (1) improved flexible learning and teaching, (2) enhanced student self-directed in the generation of new knowledge and engagement; (3) Promote effective communication between trainers and learners, cooperation between learners and learners; learners and studying materials; (4) an appropriate mix of technologies and learning processes classified in several fields [14,15] few papers discussed the new modes of instruction how guidance teachers in improving digital skills combine with traditional pedagogies for successful blended learning [16,17].…”

Section: Descriptive Analysismentioning

confidence: 99%

Strategies for Successful Blended Learning—A Bibliometric Analysis and Reviews

Abuhassna

Van

Yahaya

et al. 2022

Int. J. Interact. Mob. Technol.

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Recently, the term blended learning (BL) emerged as a new trend in teaching models and learning styles with the digital advantages support. This article presents a systematic review of literature that explores the strategies for successful BL in multi-sides to enhance student learning and development outcomes. To reach the objectives, the literature accessed of Scopus and web of science databases covering research published between 2011 and 2021 and 39 items were analysed. The bibliometric analysis identifies the cluster themes based on texting frequency. The vital steps of data classification follow thoughtfully and carefully in the platform of concept, findings, author's reputation, and years published. In the last conclusions of the study, reports explain the past literature and recent outbreak. The results cover three main themes: digital support for student engagement, personalisation learning, and instructors of management courses. These findings are expected to benefit stakeholders involved in employing BLin which instructors use integrated technology and online learning materials with traditional face-to-face classroom activities.

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