Revealing Impact Factors on Student Engagement: Learning Analytics Adoption in Online and Blended Courses in Higher Education

Abstract

This study aimed to identify factors influencing student engagement in online and blended courses at one Australian regional university. It applied a data science approach to learning and teaching data gathered from the learning management system used at this university. Data were collected and analysed from 23 subjects, spanning over 5500 student enrolments and 406 lecturer and tutor roles, over a five-year period. Based on a theoretical framework adapted from Community of Inquiry (CoI) framework by Garrison et al. (2000), the data were segregated into three groups for analysis: Student Engagement, Course Content and Teacher Input. The data analysis revealed a positive correlation between Student Engagement and Teacher Input, and interestingly, a negative correlation between Student Engagement and Course Content when a certain threshold was exceeded. The findings of the study offer useful suggestions for future course design, and pedagogical approaches teachers can adopt to foster student engagement.

Learning analytics driven improvements in learning design in higher education: A systematic literature review

“…For example, Yang et al (2021) explored if students who learnt with the proposed system achieved better learning outcomes in comparison with students who learnt without the system in a flipped classroom. Discovering factors, relations, effects, and so forth, based on proper empirical research with the expected contribution to knowledge (general theoretical significance) (12 papers). For example, Fan et al (2021) investigated how course content design was influencing student engagement in online and blended subjects at the target university.…”

“…The selected studies were screened for the theoretical foundations grounding the use of LA tools for LD improvement. There were papers that showcased the use of the following theoretical frameworks: Analytics for Action framework (Hidalgo & Evans, 2020), Analytics Layers for Learning Design (Hernández‐Leo et al, 2017), Constructivist Learning Design and Learning Analytics (Banihashem et al, 2022), Community of Inquiry theoretical framework (Fan et al, 2021; Hidalgo & Evans, 2020). Some of the authors introduced their own frameworks.…”

“…Cirigliano et al (2020) offered a framework for collecting student data that could help indicate engagement in an online environment. Fan et al (2021) interpreted LA data for LD using the Community of inquiry framework. Banihashem et al (2022) provided a framework for using LA in constructive learning environments.…”

“…nity of Inquiry theoretical framework(Fan et al, 2021;Hidalgo & Evans, 2020). Some of the authors introduced their own frameworks.For instance,Law and Liang (2020) proposed 'A Multilevel Framework and Method for Learning Analytics Integrated Learning Design' for a meaningful integration of learning theory, LA and LD.…”

Is Learning Analytics the Future of Online Education?

“…In addition, past studies suggest that one of the biggest challenges in online learning faced by students and teachers alike is the low levels of engagement [4]. Therefore, it becomes imperative to utilize learning analytics not only as an assessment tool but as an instrument that would enhance student engagement and provide them with continuous feedback on their performance.…”