On using markov chain to evidence the learning structures and difficulty levels of one digit multiplication

Taraghi, Behnam; Ebner, Martin; Saranti, Anna; Schön, Martin

doi:10.1145/2567574.2567614

Cited by 21 publications

(11 citation statements)

References 10 publications

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“…An analytical approach can help to discover correlations of occurred spelling mistakes from these categories. Similar approaches can be found in the literature of other educational fields such as mathematics [52][53][54].…”

Section: Discussion and Outlookmentioning

confidence: 75%

Tutoring writing spelling skills within a web-based platform for children

Ebner

Edtstadler

2017

Univ Access Inf Soc

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Section: Discussion and Outlookmentioning

confidence: 75%

Tutoring writing spelling skills within a web-based platform for children

Ebner

Edtstadler

2017

Univ Access Inf Soc

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“…1-30. http://dx.doi.org/10.1007/978-3-319-17727-4_3-1 software 2 . Afterwards, several case studies have been examined, and as a consequence to the second research question of discovering hidden information and unveiling patterns in Learning Analytics as in some of the work already carried out such as (Greller & Drachsler, 2012;Khalil & Ebner, 2015a;Taraghi, Ebner, Saranti, & Schön, 2014). This part of the research study inspects quantitative data collection and analysis along with qualitative decisions in order to reveal students' behavior in courses as well as handing insights to MOOC stakeholders.…”

Section: Methodsmentioning

confidence: 99%

What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning Analytics?

Khalil¹,

Ebner²

2016

Learning, Design, and Technology

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Massive Open Online Courses (MOOCs) are the road that led to a revolution and a new era of learning environments. Educational institutions have come under pressure to adopt new models that assure openness in their education distribution. Nonetheless, there is still altercation about the pedagogical approach and the absolute information delivery to the students.On the other side with the use of Learning Analytics, powerful tools become available which mainly aim to enhance learning and improve learners' performance. In this chapter, the development phases of a Learning Analytics prototype and the experiment of integrating it into a MOOC platform, called iMooX will be presented. This chapter explores how MOOC Stakeholders may benefit from Learning Analytics as well as it reports an exploratory analysis of some of the offered courses and demonstrate use cases as a typical evaluation of this prototype in order to discover hidden patterns, overture future proper decisions and to optimize learning with applicable and convenient interventions.

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“…The research team followed the idea to collect and gather all calculations done by the children and to give feedback to the learners as well as the teachers. Today the application holds more than 1.000.000 calculations and we know very precisely how the learning of the multiplication table is happening described in several publications [9] [10] [11].…”

Section: Austriamentioning

confidence: 99%

Efforts in Europe for Data-Driven Improvement of Education – A Review of Learning Analytics Research in Seven Countries

Nouri

Ebner²,

Saqr

et al. 2019

iJAI

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Information and communication technologies are increasingly mediating learning and teaching practices as well as how educational institutions are handling their administrative work. As such, students and teachers are leaving large amounts of digital footprints and traces in various educational apps and learning management platforms, and educational administrators register various processes and outcomes in digital administrative systems. It is against such a background we in recent years have seen the emergence of the fast-growing and multi-disciplinary field of learning analytics. In this paper, we examine the research efforts that have been conducted in the field of learning analytics in Austria, Denmark, Finland, Norway, Germany, Spain, and Sweden. More specifically, we report on developed national policies, infrastructures and competence centers, as well as major research projects and developed research strands within the selected countries. The main conclusions of this paper are that the work of researchers around Europe has not led to national adoption or European level strategies for learning analytics. Furthermore, most countries have not established national policies for learners’ data or guidelines that govern the ethical usage of data in research or education. We also conclude, that learning analytics research on pre-university level to high extent have been overlooked. In the same vein, learning analytics has not received enough focus form national and European national bodies. Such funding is necessary for taking steps towards data-driven development of education.

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On using markov chain to evidence the learning structures and difficulty levels of one digit multiplication

Cited by 21 publications

References 10 publications

Tutoring writing spelling skills within a web-based platform for children

Tutoring writing spelling skills within a web-based platform for children

What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning Analytics?

Efforts in Europe for Data-Driven Improvement of Education – A Review of Learning Analytics Research in Seven Countries

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