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Leveraging learning analytics for student reflection and course evaluation

Leveraging learning analytics for student reflection and course evaluation PurposeThe purpose of this paper is to demonstrate a process of faculty utilization of learning analytics by evaluating students’ course objective achievement results to enable student reflection, student remediation and faculty curriculum evaluation.Design/methodology/approachUpon the completion of a backward curriculum design process, the authors utilized learning analytics to improve advising, student reflection, remediation and curriculum evaluation. The learning management system incorporated the learning analytics tool to assist the learning analytics process. The course faculty, student advisors and students utilized the learning analytics throughout the academic year.FindingsUnlike relying merely on student grades and other proxy indicators of learning, the learning analytics tool provided immediate and direct data to multiple stakeholders for advising, student reflection, student remediation and course curriculum evaluation. The authors believe it was a meaningful endeavor. It enabled meaningful conversations focusing on course learning objectives and provided detailed information on each student. The learning analytics tool also provided detailed information regarding which areas faculty needed to improve in the curriculum.Originality/valueMost of the literature on learning analytics present the cases that administrators utilized learning analytics to make higher level decisions and researchers to explore the factors involved in learning. This paper provides cases to faculty regarding how learning analytics can benefit the faculty and the students. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Applied Research in Higher Education Emerald Publishing

Leveraging learning analytics for student reflection and course evaluation

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2050-7003
DOI
10.1108/JARHE-11-2018-0253
Publisher site
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Abstract

PurposeThe purpose of this paper is to demonstrate a process of faculty utilization of learning analytics by evaluating students’ course objective achievement results to enable student reflection, student remediation and faculty curriculum evaluation.Design/methodology/approachUpon the completion of a backward curriculum design process, the authors utilized learning analytics to improve advising, student reflection, remediation and curriculum evaluation. The learning management system incorporated the learning analytics tool to assist the learning analytics process. The course faculty, student advisors and students utilized the learning analytics throughout the academic year.FindingsUnlike relying merely on student grades and other proxy indicators of learning, the learning analytics tool provided immediate and direct data to multiple stakeholders for advising, student reflection, student remediation and course curriculum evaluation. The authors believe it was a meaningful endeavor. It enabled meaningful conversations focusing on course learning objectives and provided detailed information on each student. The learning analytics tool also provided detailed information regarding which areas faculty needed to improve in the curriculum.Originality/valueMost of the literature on learning analytics present the cases that administrators utilized learning analytics to make higher level decisions and researchers to explore the factors involved in learning. This paper provides cases to faculty regarding how learning analytics can benefit the faculty and the students.

Journal

Journal of Applied Research in Higher Education – Emerald Publishing

Published: Jul 16, 2019

References

  • A predictive study of learner satisfaction and outcomes in face-to-face, satellite broadcast, and live video-streaming learning environments
  • Using data mining for predicting relationships between online question theme and final grade
  • Academic analytics and data mining in higher education