Making Sense of E-Learning Platform Data to Inform Teaching and Learning Practice

Abstract

Masses of data are gathered by learning platforms while students are interacting with them. The learning analytics and knowledge (LAK) and educational data mining (EDM) research communities analyse these data to extract useful information. This study aims to give an overview and possible explanations for the findings of these research communities regarding the relationships between student online interactions and success or failure in a course. The available EDM and LAK literature from 2010 onwards was reviewed. Significant direct and indirect relationships between success and a range of variables were reported. The characteristics of good teaching and learning, as identified by Cognitive Load Theory (CLT), Chickering and Gamson’s Seven Principles for Good Practice in Undergraduate Education, and Anderson’s Equivalence Theorem were then used as a framework to reflect on and attempt to explain the findings. For example, various studies found the number of logins to be negatively correlated with success. This may be anindication of poor study methods or a warning sign of a poorly designed site. Spending unexpectedly long periods on a task may indicate a poor match between the task’s cognitive load and the student’s level of readiness. Passively listening to recorded lectures as a study method is also linked to lower levels of success. These findings may inform the guidance given to students regarding studying successfully online and have some lessons for the design of online environments to promote successful learning. With the complementary use of EDM, LAK and pedagogical theory, the data generated by e-learning platforms provide useful pointers to improve online teaching and learning.

Proceedings. Rangahau: Te Mana o te Mahi Kotahitanga / Research: The Power of Collaboration. Unitec/MIT Research Symposium 2022, December 8 and 9

“…Passive learning replaced active learning in some cases e.g. during online lectures or lecture recordings (Meintjes et al, 2022).…”

“…Since the beginning of 2020, the Covid pandemic made online lecture sessions and the tools of learning management systems (LMS, including Blackboard, Moodle and Canvas) the main and often only way for learning interactions to take place. According to Anderson's Equivalency Theorem, a successful learning environment promotes a mix of different interactions (cited in Meintjes et al, 2022) namely, students interacting with content, other students, and their teachers. Anderson (2003) states that at least one of these interactions has to take place at a high level to ensure deep and meaningful learning.…”

“…Unfamiliarity with the optimal use of online resources (limiting student-content interactions) Some students may have experienced difficulty in using online platforms, such as navigating in the courses and finding materials (Akpınar, 2021). Some may have used unsuitable study techniques for high intensity use of online resources: for example, passively listening to lectures/lecture recordings without note-taking/discussion does not involve active learning, a prerequisite for successful learning (Meintjes et al, 2022). Fawaz and Samaha (2021) further report intensified procrastination (as was also reported by the author's students in their course reflections).…”