Learning analytics in synchronous online education: Making video conferencing more data-driven and interactivity-focused

Abstract

COVID-19 has been a turning point for online learning across the world, but the remarkable story has been the meteoric growth of synchronous or “live” online education. As instructors around the world have turned to video conferencing platforms to teach, a lot of instructor feedback has recently emerged on a variety of topics. One of the key emerging issues for instructors and institutions has been extracting and consolidating data on student engagement and learning outcomes. This paper attempts to identify and classify the types of learning data required to understand student learning behavior in synchronous (or “live”) online classes based on a multitude of factors such as immediacy, consolidation, and availability to different stakeholders at different points in time. Further, an attempt is made to assess how popular video conferencing platforms address the issues of data generation, presentation, and collation. Lastly, the paper also proposes an alternative approach that can potentially help create data in an easier, more efficient manner.

The Construction of Online Interactive Teaching Mode of Cross-border E-commerce English in Colleges and Universities under the Background of Internet

“…Rugube, T. et al reviewed and outlooked the network analysis methods of online learning interactions, and concluded that discovering the interaction evolution laws and mechanisms based on the dynamic network analysis perspective has become the focus of research [11]. Vashisht, V. and Gautam , P. modeled the connective structure of learner interactions and cognitive processes by visually presenting and interpreting complex cognitive structures, tracking and characterizing multidimensional associations between participants' multidimensional interactions [12].…”

The Importance of Learning Resources for University Students During Emergency Remote Learning

“…Their use can be poor without elements such as collaborations, tutorials, resources, and well-articulated content. Tracking the level of student engagement in online lessons is also a difficult task [6]. In addition, during the COVID-19 pandemic, students may express a preference for face-to-face education [7] and may become averse to online learning.…”