Applying learning analytics and learning design to support study progress in online course – a case study
Aksovaara, Satu; Silvennoinen, Minna (2022)
Aksovaara, Satu
Silvennoinen, Minna
Editoija
Willemse, Martijn
Gee, Nick
Charlesworth, Zarina
Belpaire, Patrick
Stokhof, Harry
Ryymin, Essi
De Schryver, Tom
European Association for Practitioner Research
2022
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi-fe2023022728732
https://urn.fi/URN:NBN:fi-fe2023022728732
Tiivistelmä
Universities of Applied Sciences (UAS) in Finland have invested extensively on providing online courses and digitalisation will continue to expand. Students are required to be increasingly self-directed. Development of learning analytics (LA) provides opportunities to support students study progress, however the starting point of implementing learning analytics (LA) has not traditionally originated from learning but from organisational or teacher perspectives. This case study applies LA in an online course aiming to boost students’ self-directed learning (SDL) while completing learning tasks, within the Moodle environment. The effect of student progress visualisation and automated process-oriented feedback was explored. In addition, the changes in students' satisfaction towards the course (NPS) was explored. The preliminary results suggest that LA significantly enhances timely returns of learning tasks and might even increase course satisfaction. The results were emphasized among those students who had problems in timely returns of the tasks. The present results indicate that even easily applied LA can have a positive effect on task returns and possibly even on increased self-direction.