Abstract
| Original language | English |
|---|---|
| Title of host publication | Lifelong Technology-Enhanced Learning |
| Subtitle of host publication | 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, Proceedings |
| Editors | Viktoria Pammer-Schindler, Mar Pérez-Sanagustín, Hendrik Drachsler, Raymond Elferink, Maren Scheffel |
| Place of Publication | Cham |
| Publisher | Springer International Publishing AG |
| Chapter | 24 |
| Pages | 311-325 |
| Number of pages | 15 |
| Edition | 1 |
| ISBN (Electronic) | 9783319985725 |
| ISBN (Print) | 9783319985718 |
| DOIs | |
| Publication status | Published - 14 Aug 2018 |
| Event | 13th European Conference on Technology Enhanced Learning: Lifelong Technology-Enhanced Learning (EC-TEL 2018) - Leeds, United Kingdom Duration: 3 Sep 2018 → 6 Sep 2018 https://link.springer.com/conference/ectel |
Publication series
| Series | Information Systems and Applications, incl. Internet/Web, and HCI |
|---|---|
| Volume | 11082 |
Conference
| Conference | 13th European Conference on Technology Enhanced Learning |
|---|---|
| Abbreviated title | EC-TEL 2018 |
| Country | United Kingdom |
| City | Leeds |
| Period | 3/09/18 → 6/09/18 |
| Internet address |
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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 proceeding › Conference article in proceeding › Academic › peer-review
TY - GEN
T1 - Investigating the Relationships Between Online Activity, Learning Strategies and Grades to Create Learning Analytics-Supported Learning Designs
AU - Schmitz, Marcel
AU - Scheffel, Maren
AU - van Limbeek, Evelien
AU - van Halem, Nicolette
AU - Cornelisz, Ilja
AU - van Klaveren, Chris
AU - Bemelmans, Roger
AU - Drachsler, Hendrik
PY - 2018/8/14
Y1 - 2018/8/14
N2 - 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.
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.
U2 - 10.1007/978-3-319-98572-5_24
DO - 10.1007/978-3-319-98572-5_24
M3 - Conference article in proceeding
SN - 9783319985718
T3 - Information Systems and Applications, incl. Internet/Web, and HCI
SP - 311
EP - 325
BT - Lifelong Technology-Enhanced Learning
A2 - Pammer-Schindler, Viktoria
A2 - Pérez-Sanagustín, Mar
A2 - Drachsler, Hendrik
A2 - Elferink, Raymond
A2 - Scheffel, Maren
PB - Springer International Publishing AG
CY - Cham
ER -