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
    Event13th European 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

    SeriesInformation Systems and Applications, incl. Internet/Web, and HCI
    Volume11082

    Conference

    Conference13th European Conference on Technology Enhanced Learning
    Abbreviated titleEC-TEL 2018
    Country/TerritoryUnited Kingdom
    CityLeeds
    Period3/09/186/09/18
    Internet address

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    • Preface

      Drachsler, H. J., Pammer-Schindler, V., Pérez-Sanagustín, M., Elferink, R., Scheffel, M., Glahn, C. & Fominykh, M., 2018, Lifelong Technology-Enhanced Learning: 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, Proceedings. Pammer-Schindler, V., Pérez-Sanagustín, M., Drachsler, H., Elferink, R. & Scheffel, M. (eds.). 1 ed. Cham: Springer International Publishing AG, p. v-vii 3 p. (Information Systems and Applications, incl. Internet/Web, and HCI, Vol. 11082).

      Research output: Chapter in Book/Report/Conference proceedingForeword/postscriptAcademic

      Open Access
    • “Make It Personal!”: Gathering Input from Stakeholders for a Learning Analytics-Supported Learning Design Tool

      Schmitz, M., Scheffel, M., van Limbeek, E., Bemelmans, R. & Drachsler, H., 14 Aug 2018, Lifelong Technology-Enhanced Learning: 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, Proceedings. Pammer-Schindler, V., Pérez-Sanagustín, M., Drachsler, H., Elferink, R. & Scheffel, M. (eds.). 1 ed. Cham: Springer International Publishing AG, p. 297-310 14 p. (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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