Learning Analytics as a Tool to Support Teaching

Students' perceptions of academic performance in Distance Education evaluated by Learning Analytics and Ontologies

“…ON-Smile [Yago et al 2019], for example, does not relate students' state of knowledge to the curriculum and the LO planned by educators. The LA-based tool proposed by [Cabrera-Loayza et al 2020] does not promote the triangulation between the student's academic situation with the learning experiences carried out and the fulfillment of educational objectives to assess the educational situation, as our proposal does. Finally, [Nussbaumer et al 2012] conceptual architecture does not propose verifying the acquisition of knowledge related to the educator's planning, although the authors state that the results can be applied in conjunction with LA techniques.…”

“…As teaching and educational technologies tend to be adaptive, due to the transactional distance between students and educators in Distance Education, new methods of assessing academic performance are needed for these environments. However, for [Cabrera-Loayza et al 2020], methods applied to monitor and evaluate students' academic performance in traditional classrooms are neither effective nor appropriate for application in Distance Education. [Fotiadou et al 2017] argue that educators must guide students according to a pedagogical plan that allows each student to build an autonomous learning process based on clear educational objectives to promote gains in learning.…”

“…This proposal, called ON-Smile, aims to provide educators with the student's academic status to improve their supervision. [Cabrera-Loayza et al 2020], on the other hand, describe a tool to present students' progress, highlighting those at risk of abandon-ing the course. This LA-based tool allows dynamic visualization of educational information from interaction events discovered in the learning environment log files.…”

Investigating Student and Teacher Perceptions in e-Learning with Learning Analytics and Ontologies

“…Studies about Online Education and LMS were identified by a systematic literature review conducted by Costa et al [11]. However, none of the studies found [7,8,9,10] by the authors addressed the integration of LA methods with explicit information about the pedagogical structure of an online course, formalized through TEO in order to promote learning by assessing academic performance and monitoring achievement of learning objectives. Despite this, some studies should be highlighted.…”

“…To evaluate the proposed approach, a supporting tool, named Sapes tool has been developed. Unlike other works [7,8,9,10], Sapes tool: i) encompasses parameterization through ontologies (allows the educator to parameterize architecture with an ontology that formalizes a taxonomic structure of educational objectives); ii) provides feedback to educators and students, and; iii) performs an assessment of the academic performance through the inference of information guided by a Learning Unit (LU) and Learning Objectives (LO) taxonomic structure.…”