Learning analytics in European higher education—Trends and barriers

Tsai, Yi‐Shan; Rates, Diego; Moreno-Marcos, Pedro Manuel; Muñoz‐Merino, Pedro J.; Jivet, Ioana; Scheffel, Maren; Drachsler, Hendrik; Kloos, Carlos Delgado; Gašević, Dragan

doi:10.1016/j.compedu.2020.103933

Cited by 109 publications

(99 citation statements)

References 44 publications

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“…We can deduce that distance learning plays a very important role in filling any educational gap [3] and ensuring educational continuity during disasters that threaten education in whole world such as pandemics, wars, and climate change. However, the results show that almost half of the students and teachers have never accessed online training, they were suddenly confronted with this type of teaching, while they remained isolated for over years which left many of them in a state of confusion.…”

Section: Resultsmentioning

confidence: 99%

A survey of distance learning in Morocco during COVID19

Ouahabi¹,

Guemmat²,

Azouazi³

et al. 2021

IJEECS

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<p>The face-to-face mode is always considered as the normal mode of teaching, and distance education is often understood as a remedy for the lack of material and human resources necessary to conduct training; but to prevent the spread of the coronavirus (COVID19), the distance course system has been launched in different countries to ensure continuity of teaching during the period when courses are stopped. In order to shed light on the role of distance learning during the spread of the coronavirus and its effectiveness in successfully continuing the learning process, an investigation was carried out in the Moroccan context. This survey was launched as a questionnaire with 565 participants; they are students and teachers from primary, secondary, university and professional training. The objective is to answer several research questions concerning the current use of distance education during the COVID19 pandemic. The results of this survey are presented in this article as well as their analysis showing that solutions and alternatives must be adopted in order to improve the teaching and learning process in the event of a situation like COVID19.</p>

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Section: Resultsmentioning

confidence: 99%

A survey of distance learning in Morocco during COVID19

Ouahabi¹,

Guemmat²,

Azouazi³

et al. 2021

IJEECS

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“…Learning analytics is commonly defined as "the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs" [33]. The primary purpose of learning analytics is to support students' agency and development of higher-order skills and therefore enhance students' learning [13,14]. Aligning with this purpose, a suite of analytical tools that are grounded in KB pedagogical theory and practices have been developed in the KB field.…”

Section: Learning Analytics In Kfmentioning

confidence: 99%

“…Considerable progress has been made in learning analytics as a support for learning [12]. However, learning analytics generally focuses on researcher and teacher use for formative assessment and feedback, rather than student agency and higher-level pedagogical purposes [13,14]. Further, relatively few learning analytics are designed to provide data/evidence to facilitate students' reflection on and assessment of collective learning, and to cultivate students' higher-order thinking skills (e.g., regulation and metacognition) for knowledge creation [13,14].…”

Section: Introductionmentioning

confidence: 99%

“…However, learning analytics generally focuses on researcher and teacher use for formative assessment and feedback, rather than student agency and higher-level pedagogical purposes [13,14]. Further, relatively few learning analytics are designed to provide data/evidence to facilitate students' reflection on and assessment of collective learning, and to cultivate students' higher-order thinking skills (e.g., regulation and metacognition) for knowledge creation [13,14]. Moreover, relatively few studies ground the design and practices of learning analytics in educational theories and pedagogical practices, although many researchers have call for attention to this [10,15,16].…”

Section: Introductionmentioning

confidence: 99%

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Examining Online Discourse Using the Knowledge Connection Analyzer Framework and Collaborative Tools in Knowledge Building

2021

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This study examines the problem of the fragmentation of asynchronous online discourse by using the Knowledge Connection Analyzer (KCA) framework and tools and explores how students could use the KCA data in classroom reflections to deepen their knowledge building (KB) inquiry. We applied the KCA to nine Knowledge Forum® (KF) databases to examine the framework, identify issues with online discourse that may inform further development, and provide data on how the tools work. Our comparisons of the KCA data showed that the databases with more sophisticated teacher–researcher co-design had higher KCA indices than those with regular KF use, validating the framework. Analysis of KF discourse using the KCA helped identify several issues including limited collaboration among peers, underdeveloped practices of synthesizing and rising above of collective ideas, less analysis of conceptual development of discussion threads, and limited collaborative reflection on individual contribution and promising inquiry direction. These issues that open opportunities for further development cannot be identified by other present analytics tools. The exploratory use of the KCA in real classroom revealed that the KCA can support students’ productive reflective assessment and KB. This study discusses the implications for examining and scaffolding online discussions using the KCA assessment framework, with a focus on collective perspectives regarding community knowledge, synthesis, idea improvement, and contribution to community understanding.

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“…La docencia universitaria propicia el entorno para el desarrollo de tales dinámicas (Arandia, 2010;Dollinger, 2020). La idea de esta forma de enseñanza es dar mas peso al saber hacer cosas, que conocer y poseer conocimientos teóricos (Jiménez et al, 2007;Tsai et al, 2020). En relación al marco teórico esta metodología posibilita que los egresados en su ejercicio práctico desarrollen una comprensión explícita de su propias capacidades, adquiriendo confianza en sus conocimientos de base (Towers et al, 2020).…”

Section: Introductionunclassified

Aprendizaje mediante el ejercicio práctico de actividades en asignaturas de ciencias agrarias

Velázquez‐Martí

Cortés

Vinueza-Villares

et al. 2020

Proceedings INNODOCT/20. International Conference on Innovation, Documentation and Education

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En este trabajo se presenta la experiencia de la aplicación de una metodología de enseñanza-aprendizaje basada en prácticas en asignaturas de temática agrícola y agroindustrial. Ésta consistió en dedicar un 70% de las horas a prácticas de campo y laboratorio, y un 30% de contenidos teóricos. Los contenidos teóricos fueron dirigidos a lecturas de bibliografía que después se exponen en foros antes de la aplicación de la práctica. Las practicas se centraron en experimentar procesos propios de cada cultivo, tales como diferenciación de especies, técnicas de siembra y plantación, reconocimiento de plagas y enfermedades, técnicas de poda, realización de injertos etc. En las asignaturas de agroindustria, tales como aprovechamiento energético de la biomasa, las practicas se orientaron a ejercicios de laboratorio para calcular proiedades de la materia biocombustibles, tales como el poder calorífico, composición de CHN, cenizas etc. La evaluación se realiza de forma tradicional, mediante exámenes parciales y final. También se evalúan las memorias de prácticas. Los resultados obtenidos durante dos años mostraron un aumento de la puntuación de la valoración de la asignatura en las encuestas institucionales. El nivel de aprobados por curso aumentó alrededor de un 10%. Además se realizaron entrevistas para indagar en los aspectos relevantes de la técnica, realizando los alumnos análisis DAFO (Debilidades, Amenazas, Fortalezas, Oportunidades). Entre las debilidades más relevantes se muestra la exigencia de ir a clase para seguir bien el método diseñado de aprendizaje.

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Learning analytics in European higher education—Trends and barriers

Cited by 109 publications

References 44 publications

A survey of distance learning in Morocco during COVID19

A survey of distance learning in Morocco during COVID19

Examining Online Discourse Using the Knowledge Connection Analyzer Framework and Collaborative Tools in Knowledge Building

Aprendizaje mediante el ejercicio práctico de actividades en asignaturas de ciencias agrarias

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