Investigating the Relationships Between Online Activity, Learning Strategies and Grades to Create Learning Analytics-Supported Learning Designs

Marcel Schmitz, Maren Scheffel, Evelien van Limbeek, Nicolette van Halem, Ilja Cornelisz, Chris van Klaveren, Roger Bemelmans, Hendrik Drachsler

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

Abstract

Learning analytics offers the opportunity to collect, analyse and visualise feedback on learning activities using authentic data in real-time. The REFLECTOR project was used to investigate whether there are correlations between students learning strategies, their online activity and their grades. Information about the learning strategies was obtained using the Motivated Strategies for Learning Questionnaire. The grades and the online activity of students for two pilot courses was collected from the log data of the learning management system. Analysis of the collected data showed that there are moderate correlations to be found, for instance between metacognitive self-regulation, documents that are related to planning and grades. The pilot sessions taught us that there are practical issues with regards to data sxtorage location as well as data security that need to be taken into account when learning analytics is integrated into existing learning designs. Overall, the project results show that a close relationship between learning analytics and the learning design of courses is urgently needed to make learning analytics effective.
Original languageEnglish
Title of host publicationLifelong Technology-Enhanced Learning
Subtitle of host publication13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, Proceedings
EditorsViktoria Pammer-Schindler, Mar Pérez-Sanagustín, Hendrik Drachsler, Raymond Elferink, Maren Scheffel
Place of PublicationCham
PublisherSpringer International Publishing AG
Chapter24
Pages311-325
Number of pages15
Edition1
ISBN (Electronic)9783319985725
ISBN (Print)9783319985718
DOIs
Publication statusPublished - 14 Aug 2018
EventEuropean Conference on Technology Enhanced Learning: Lifelong Technology-Enhanced Learning (EC-TEL 2018) - Leeds, United Kingdom
Duration: 3 Sep 20186 Sep 2018
https://link.springer.com/conference/ectel

Publication series

NameInformation Systems and Applications, incl. Internet/Web, and HCI
PublisherSpringer
Volume11082

Conference

ConferenceEuropean Conference on Technology Enhanced Learning
Abbreviated titleEC-TEL 2018
CountryUnited Kingdom
CityLeeds
Period3/09/186/09/18
Internet address

Fingerprint

Students
Security of data
Feedback
Planning

Cite this

Schmitz, M., Scheffel, M., van Limbeek, E., van Halem, N., Cornelisz, I., van Klaveren, C., ... Drachsler, H. (2018). Investigating the Relationships Between Online Activity, Learning Strategies and Grades to Create Learning Analytics-Supported Learning Designs. In V. Pammer-Schindler, M. Pérez-Sanagustín, H. Drachsler, R. Elferink, & M. Scheffel (Eds.), Lifelong Technology-Enhanced Learning: 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, Proceedings (1 ed., pp. 311-325). (Information Systems and Applications, incl. Internet/Web, and HCI; Vol. 11082). Cham: Springer International Publishing AG. https://doi.org/10.1007/978-3-319-98572-5_24
Schmitz, Marcel ; Scheffel, Maren ; van Limbeek, Evelien ; van Halem, Nicolette ; Cornelisz, Ilja ; van Klaveren, Chris ; Bemelmans, Roger ; Drachsler, Hendrik. / Investigating the Relationships Between Online Activity, Learning Strategies and Grades to Create Learning Analytics-Supported Learning Designs. Lifelong Technology-Enhanced Learning: 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, Proceedings. editor / Viktoria Pammer-Schindler ; Mar Pérez-Sanagustín ; Hendrik Drachsler ; Raymond Elferink ; Maren Scheffel. 1. ed. Cham : Springer International Publishing AG, 2018. pp. 311-325 (Information Systems and Applications, incl. Internet/Web, and HCI).
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abstract = "Learning analytics offers the opportunity to collect, analyse and visualise feedback on learning activities using authentic data in real-time. The REFLECTOR project was used to investigate whether there are correlations between students learning strategies, their online activity and their grades. Information about the learning strategies was obtained using the Motivated Strategies for Learning Questionnaire. The grades and the online activity of students for two pilot courses was collected from the log data of the learning management system. Analysis of the collected data showed that there are moderate correlations to be found, for instance between metacognitive self-regulation, documents that are related to planning and grades. The pilot sessions taught us that there are practical issues with regards to data sxtorage location as well as data security that need to be taken into account when learning analytics is integrated into existing learning designs. Overall, the project results show that a close relationship between learning analytics and the learning design of courses is urgently needed to make learning analytics effective.",
author = "Marcel Schmitz and Maren Scheffel and {van Limbeek}, Evelien and {van Halem}, Nicolette and Ilja Cornelisz and {van Klaveren}, Chris and Roger Bemelmans and Hendrik Drachsler",
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Schmitz, M, Scheffel, M, van Limbeek, E, van Halem, N, Cornelisz, I, van Klaveren, C, Bemelmans, R & Drachsler, H 2018, Investigating the Relationships Between Online Activity, Learning Strategies and Grades to Create Learning Analytics-Supported Learning Designs. in V Pammer-Schindler, M Pérez-Sanagustín, H Drachsler, R Elferink & M Scheffel (eds), Lifelong Technology-Enhanced Learning: 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, Proceedings. 1 edn, Information Systems and Applications, incl. Internet/Web, and HCI, vol. 11082, Springer International Publishing AG, Cham, pp. 311-325, European Conference on Technology Enhanced Learning, Leeds, United Kingdom, 3/09/18. https://doi.org/10.1007/978-3-319-98572-5_24

Investigating the Relationships Between Online Activity, Learning Strategies and Grades to Create Learning Analytics-Supported Learning Designs. / Schmitz, Marcel; Scheffel, Maren; van Limbeek, Evelien; van Halem, Nicolette; Cornelisz, Ilja; van Klaveren, Chris; Bemelmans, Roger; Drachsler, Hendrik.

Lifelong Technology-Enhanced Learning: 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, Proceedings. ed. / Viktoria Pammer-Schindler; Mar Pérez-Sanagustín; Hendrik Drachsler; Raymond Elferink; Maren Scheffel. 1. ed. Cham : Springer International Publishing AG, 2018. p. 311-325 (Information Systems and Applications, incl. Internet/Web, and HCI; Vol. 11082).

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

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AU - Cornelisz, Ilja

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AB - Learning analytics offers the opportunity to collect, analyse and visualise feedback on learning activities using authentic data in real-time. The REFLECTOR project was used to investigate whether there are correlations between students learning strategies, their online activity and their grades. Information about the learning strategies was obtained using the Motivated Strategies for Learning Questionnaire. The grades and the online activity of students for two pilot courses was collected from the log data of the learning management system. Analysis of the collected data showed that there are moderate correlations to be found, for instance between metacognitive self-regulation, documents that are related to planning and grades. The pilot sessions taught us that there are practical issues with regards to data sxtorage location as well as data security that need to be taken into account when learning analytics is integrated into existing learning designs. Overall, the project results show that a close relationship between learning analytics and the learning design of courses is urgently needed to make learning analytics effective.

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Schmitz M, Scheffel M, van Limbeek E, van Halem N, Cornelisz I, van Klaveren C et al. Investigating the Relationships Between Online Activity, Learning Strategies and Grades to Create Learning Analytics-Supported Learning Designs. In Pammer-Schindler V, Pérez-Sanagustín M, Drachsler H, Elferink R, Scheffel M, editors, Lifelong Technology-Enhanced Learning: 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, Proceedings. 1 ed. Cham: Springer International Publishing AG. 2018. p. 311-325. (Information Systems and Applications, incl. Internet/Web, and HCI). https://doi.org/10.1007/978-3-319-98572-5_24