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1.
Christine Broughan 《Assessment & Evaluation in Higher Education》2020,45(4):617-628
AbstractStudent data, whether in the form of engagement data, assignments or examinations, form the foundation for assessment and evaluation in higher education. As higher education institutions progressively move to blended and online environments, we have access to, not only more data than before, but also a greater variety of demographic and behavioural data. While the notion of ‘student-centred’ is well-established in the discourses and practices surrounding assessment and evaluation, the concept of student-centred learning analytics is yet to be fully realised by the sector. This article explores and extends this debate by introducing the teachings of Freire as a framework to examine the potential to include students as partners in the collection, analysis and use of their data. The exclusion of students in much of current learning analytics practices, as well as defining categories of analysis and making sense of (their) learning, not only impoverishes our (and their) understanding of the complexities of learning and assessment, but may actually increase vulnerabilities and perpetuate bias and stereotypes. In acknowledging the voice and agency of students, and recentring them as data owners, rather than data objects, learning analytics can realise its transformative potential – for students and institutions alike. 相似文献
2.
Student success and retention continue to be of concern for higher education institutions. Wider participation, combined with lower completion rates for non-traditional students, highlights the need for new ways of understanding the student experience to ground policy and practice. This article provides this insight by drawing together a number of key constructs to refine a recent framework of student engagement. We argue that the transition metaphor, focusing on the first year, is limited because it depicts differences between students and institutions as both transient and temporal. Instead, we use a cultural lens to introduce the educational interface as a metaphor for the individual psychosocial space within which institutional and student factors combine and student engagement in learning occurs. Incorporating the interface into the existing framework of student engagement makes three contributions to our understanding of the student experience. First, the educational interface is a tangible way of representing the complex interactions between students and institutions, and how those interactions influence engagement. Second, the refined framework highlights four specific psychosocial constructs: self-efficacy, emotions, belonging and well-being, which, we contend, are critical mechanisms for mediating the interactions between student and institutional characteristics and student engagement and success. Finally, the refined framework helps to explain why some students with demographic characteristics associated with lower completion rates are retained and do go on to successfully complete their studies, while similar others do not. These three contributions, the interface, the key constructs within it being mediating mechanisms and their explanatory utility, provide focus for the design and implementation of curricula and co-curricular initiatives aimed at enhancing student success and retention, and importantly to evaluate the impact of these interventions. 相似文献
3.
While online learning resources are proliferating in all education delivery modes, from traditional classes to distance learning, institutions may have not recognized their potential for addressing diverse student populations, providing them online with learning experiences according to their individual needs. If teachers embrace online learning and customize their approaches to make online resources accessible to students, the interactive and collaborative nature of online learning may help reduce the lack of interaction in large classes and isolation in distance education. Research reports the need to examine the accessibility of online learning through the lenses of the digital divide dependence on factors related to physical access, skills and motivational factors. The circumstances of the pandemic have revealed inequality in access to education caused by access to technology and online delivery in which teaching approaches may not necessarily address the student voice with appreciation of their culture. Discussion address Kuo and Belland (Educ Technol Res Dev 64:661–680, 2016) article which reports experiences of minority students (e. g., African-American) in continuing education indicating that there has been little study of minority students' use of online learning resources. Authentic learning is highlighted by critical pedagogy as a means of engaging students in real-life problems and giving meaning to their real-life contexts as sources of learning and among which digital spaces play a prominent role in students’ meaning-making.
相似文献4.
AbstractIn this article we investigate the effectiveness of learning analytics for identifying at-risk students in higher education institutions using data output from an in-situ learning analytics platform. Amongst other things, the platform generates ‘no-engagement’ alerts if students have not engaged with any of the data sources measured for 14 consecutive days. We tested the relationship between these alerts and student outcomes for two cohorts of first-year undergraduate students. We also compared the efficiency of using these alerts to identify students at risk of poorer outcomes with the efficiency of using demographic data, using widening participation status as a case study example. The no-engagement alerts were found to be more efficient at spotting students not progressing and not attaining than demographic data. In order to investigate the efficacy of learning analytics for addressing differential student outcomes for disadvantaged groups, the team also analysed the likelihood of students with widening participation status generating alerts compared with their non-widening participation counterparts. The odds of students with widening participation status generating an alert were on average 43% higher, demonstrating the potential of such a system to preferentially target support at disadvantaged groups without needing to target directly based on immutable factors such as their socio-economic background. 相似文献
5.
Online learning, now a popular method of education at the tertiary level, creates new challenges for students and educators. Faculty members may know little about how to assist students in succeeding in this new learning environment, and students may be ill prepared to tackle the new demands put upon them. This research sought to identify dimensions of successful online learners by examining primary screening documents and mapping them to the literature base, and then invited experienced online educators to review the dimensions and provide strategies they use to ensure student success. Seven dimensions were identified and confirmed as significant, each dimension with slightly different importance, including access to tools; technology experience; learning preferences; study habits and skills; goals or purposes; lifestyle factors; and personal traits and characteristics. The experienced educators provided several online teaching strategies including students' posting biographies; frequent interaction; collaboration; required participation; question-asking forums; topical flexibility; and minimizing technology requirements. 相似文献
6.
ABSTRACTThe implementation of learning analytics may empower distance learning institutions to provide real-time feedback to students and teachers. Given the leading role of the Open University UK (OU) in research and application of learning analytics, this study aims to share the lessons learned from the experiences of 42 participants from a range of faculty, academic and professional positions, and expertise with learning analytics. Furthermore, we explored where distance learning institutions should be going next in terms of learning analytics adoption. The findings from the Learning Analytics User Stories (LAUS) workshop indicated four key areas where more work is needed: communication, personalisation, integrated design, and development of an evidence-base. The workshop outputs signalled the aspiration for an integrated analytics system transcending the entire student experience, from initial student inquiry right through to qualification completion and into life-long learning. We hope that our study will spark discussion on whether (or not) distance learning institutions should pursue the dream of an integrated, personalised, and evidence-based learning analytics system that clearly communicates useful feedback to staff and students, or whether this will become an Orwellian nightmare. 相似文献
7.
AbstractAssessment and learning analytics both collect, analyse and use student data, albeit different types of data and to some extent, for various purposes. Based on the data collected and analysed, learning analytics allow for decisions to be made not only with regard to evaluating progress in achieving learning outcomes but also evaluative judgments about the quality of learning. Learning analytics fall in the nexus between assessment of and for learning. As such it has the potential to deliver value in the form of (1) understanding student learning, (2) analysing learning behaviour (looking to identify not only factors that may indicate risk of failing, but for opportunities to deepen learning), (3) predicting students-at-risk (or identifying where students have specific learning needs), and (4) prescribing elements to be included to ensure not only the effectiveness of teaching, but also of learning. Learning analytics have underlying default positions that may not only skew their impact but also impact negatively on students in realising their potential. We examine a selection of default positions and point to how these positions/assumptions may adversely affect students’ chances of success, deepening the understanding of learning. 相似文献
8.
远程开放教育作为一种新型的教育形式,能够在信息技术的基础上结合现代的教育技术来构建的教学模式。在这种教育模式中,教师与学生需要在协作的前提下共同对系统性的学习资源以及模式进行探究。大多数学校的远程开放教育资源都依靠教师方来提供,而学生没有意识主动参与学习资源的建设当中,一直以来都是被动接受资源,或获取资源。那么,实施远程开放教育学习资源师生共建,首先要做的就是引导学生加入学习资源建设进程。 相似文献
9.
《Africa Education Review》2013,10(3):416-433
Abstract The relevance of short learning programmes as an alternative to full time tertiary degree courses at open and distance learning institutions forms the primary focus of this article. A new kind of student is on the increase in higher education: the mature student who prefers to study part-time in order to combine his or her studies with the advancement of his or her professional life. This kind of student is often interested in short duration, non-degree courses, such as short learning programmes, which have a high degree of specificity in order to update or expand the knowledge needed to enhance their occupational lives. Course applicability and effectiveness, evaluated as student satisfaction with these programmes, are vital in terms of the strategic planning of institutions. This article reports on an analysis of the dimensions that determine satisfaction with short learning programmes at a distance learning institution. Data was obtained by an electronic survey of students who had completed short learning programmes. Findings indicate that teaching staff, teaching methods and course administration are key elements to achieving satisfaction, and students’ loyalty to the institution is expressed in their intention to continue with their studies and to recommend the programmes to other prospective students. 相似文献
10.
Studies on student engagement in learning have mainly focused on undergraduate degree courses. Limited attempts have been made to examine student engagement on open access enabling courses, which is targeted to underrepresented students in higher education. Students on open access enabling courses are at high risk due to a low academic achievement in high school, the gap between schooling, work and post-secondary education, and different kinds of personal and academic barriers. This paper reports on a pilot quantitative study using a survey method undertaken at an Australian university. The study examined a range of issues related to student engagement, including learning barriers, engagement and experience in learning, skills attained, motivation to complete study, career pathway, and key reasons for selecting a particular pathway. The study found that online students are less engaged in learning and, therefore, efforts need to be made to improve their sense of belonging to the university. The findings of the study are critical due to high attrition on open access enabling courses and it argues the need to improve the engagement, retention, and success of students on such courses. 相似文献
11.
Most studies of student migration focus on interstate migration of college students, largely because the aggregate data typically used are limited in geographic specificity to states. However, interstate migration is only a small part of the total student migration. Public institutions generally get most of their students from within their state; for example, 88 percent of first-time freshmen who enrolled in University System of Georgia institutions in 2002 graduated from Georgia schools. Such intrastate migration is seldom considered. This paper examines intrastate college student migration, using data for Georgia. Aside from such traditional measures of benefits and costs like tuition, financial aid, and school quality, a crucial explanatory variable in our analysis is the distance from a student's home to the different Georgia state institutions. Our empirical results indicate that student intrastate migration is strongly discouraged by greater distance, but with effects that differ across types of higher education institutions. 相似文献
12.
陈翠文 《广东广播电视大学学报》2014,23(5):14-19
通过借鉴市场营销领域的顾客参与理论对远程教育服务体系增值模型的研究,表明学生对于目前的远程教育服务具有中等偏高的满意度,女生满意度高于男生;学生学习参与行为的维度及程度影响这一满意度指标;学费性价比的认知、教学设施使用、教学信息接收、教学信息获取、教学要求、学习疑难提出、教学服务人员接触等行为正向影响学生满意度;学生的学习兴趣满足、网上资源获取及保安服务等参与行为则对满意度起负向影响。远程教育服务体系可以通过学生参与行为的良好互动来提升服务品质,创造学生满意度最大化。 相似文献
13.
以色列开放大学（OUI）是一所以远程学习及自学为主的免试入学的高等学院。对所有高等教育机构,尤其是对远程开放教育机构来说,学生的在学率问题是最被关注的。为应对这一问题,OUI决定实施一项保证在学率的项目,其目的是帮助新生解决在学习第一门课程中遇到的困难。新生和高年级的学生组成对子,由高年级的学生在第一学期作为辅导员帮助他们解决困难。本论文介绍了此项目实施情况并展示了接受辅导的学生的学习情况、就学情况、沟通情况以及他们在远程学习环境中的辅导情况。 相似文献
14.
Round or rectangular tables for collaborative problem solving? A multimodal learning analytics study
Milica Vujovic Davinia Hernández-Leo Simone Tassani Daniel Spikol 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(5):1597-1614
The current knowledge of the effects of the physical environment on learners’ behaviour in collaborative problem-solving tasks is underexplored. This paper aims to critically examine the potential of multimodal learning analytics, using new data sets, in studying how the shapes of shared tables affect the learners’ behaviour when collaborating in terms of patterns of participation and indicators related to physical social interactions. The research presented in this paper investigates this question considering the potential interplay with contextual aspects (level of education) and learning design decisions (group size). Three dependent variables (distance between students, range of movement and level of participation) are tested using quantitative and qualitative analyses of data collected using a motion capture system and video recordings. Results show that the use of round tables (vs rectangular tables) leads to higher levels of on-task participation in the case of elementary school students. For university students, different table shapes seem to have a limited impact on their levels of participation in collaborative problem solving. The analysis shows significant differences regarding the relationship between group size and the distance between students, but there is no substantial evidence that group size affects the level of participation. The findings support previous research highlighting the importance of studying the role of the physical environment as an element of learning design and the potential of multimodal learning analytics in approaching these studies. 相似文献
15.
Internationally, classes in higher education institutions are becoming larger and more diverse. Support for ‘non-traditional’ students has often taken the form of additional remedial classes offered outside the main curriculum, which has met with limited success. Sociocultural theories of learning argue that the potential clash between the sociocultural context of disciplinary knowledge and the very different home contexts of many non-traditional students needs to be acknowledged. One way to achieve this is to use student-generated content, which allows teachers to bring student experiences and voices into the community of practice and acknowledges the importance of their prior experiences in knowledge production. Building on such sociocultural approaches to teaching and learning, this paper focuses on the use of student-generated podcasts as a means to harness the diversity of student experiences in a large (nearly 600 students) first-year Economics class at a South African University. 相似文献
16.
杨红艳 《贵州教育学院学报》2011,(2):61-63
高校在注重大学生全面发展和整体素质提高的同时,还要特别重视对大学生进行挫折教育。加强大学生挫折教育,有助于增强大学生心理调适能力和社会生活适应能力,是新时期高校对学生思想政治教育的重要组成部分。 相似文献
17.
肖俊洪 《中国远程教育(综合版)》2020,(4):1-11,76
学习分析自从2011年出现以来,不管是作为一个研究重点还是实践领域,它一直在发展,从某种程度上讲已经成熟了。学习分析不但在增进我们对学生坚持学习和顺利完成学业的了解以及提高我们教学策略的效果等方面有巨大潜能,它还能帮助学生在更加知情的情况下做出选择。然而,学习分析在多大程度上影响学生学习?它在什么条件下能够充分发挥其潜能?这些问题引起一些关注。我们在这篇概念性文章中提出从生态系统观的角度理解学习分析,或是把它视为某一个生态系统的一部分,或是把它当成一个生态系统,这个系统由各种人为和非人为因素(行动者)组成,包含一系列相互交叉、常常互相依存且又是彼此一部分的变量。鉴于学习分析有提高学习效果的潜能,我们基于学习的社会批判视角提出学习分析的生态系统观。我们从机构和机构以外社会层面的微观、中观和宏观因素出发对学习分析进行阐述。学习分析的生态系统观不认为学生对自己的学习可以免责,而是更加细致入微地了解促成(或妨碍)学习发生的因素(行动者)。 相似文献
18.
Stanley J. Portier Hans A. van Buuren 《European Journal of Psychology of Education - EJPE》1995,10(2):197-207
The present contribution focuses on an interactive learning environment for the delivery of distance education learning materials. The use of such an interactive learning environment is foreseen in a distance education context in which students explore and study (part) of the learning materials by means of a personal computer. Research with interactive learning environments is transposed to the development of a course delivery environment, called ILCE, that also supports the development of a course model and learning materials. A learning environment as used in the present study allows students to access the course materials in a more flexible way. The printed self-study materials often do not correspond with the specific needs of a student, are only weakly related to his or her prior knowledge, or do not take account of differences in learning style. Although the printed course materials include text-embedded support devices (e.g., examples, exercises, illustrations), it is questioned whether the available devices provide enough support for each individual student. Therefore, it is argued that an interactive learning environment — in which a student is actively engaged in selecting learning materials (basic content and embedded support devices) — may provide a valuable tool in order to meet the individual needs of the student. Prototypes of an interactive learning environment were tested in two experimental settings. It appeared that all students were actively engaged in selecting the required support devices. However, the results showed that students with a high prior knowledge state manifested a higher amount of interactive use of support devices than their peers with a low prior knowledge state. The latter was especially found for support devices that either reinforce the acquisition process or provide a tool to test one’s mastery level. 相似文献
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20.
张天瑜 《湖北广播电视大学学报》2011,31(1):12-13
自主学习是一种学习者自我导向的学习。在远程开放教育中,要建立学生自主学习的模式,就必须在现代教育思想、远程开放教育理论的指导下,依托在线学习平台,激活教师的主导作用和学生的主体作用。针对远程开放教育学生的现状,提出建立学生自主学习模式的基本思路和提高学生自主学习能力的主要措施,从而实现远程开放教育整体水平的不断提高。 相似文献