[PDF] An enhanced learning analytics plugin for Moodle | Semantic Scholar (2024)

A pilot using MEAP in 36 units at Macquarie University, a metropolitan Australian university is discussed, using existing models for developing organisational capacity in learning analytics and to embed learning analytics into the practice of teaching and learning to discuss a range of issues arising from the pilot.

Examination of the ability of teacher-derived models to accurately predict student engagement and performance, compared to models derived from algorithms, as well as hybrid models, highlighted the benefits of a hybrid approach to model- and knowledge-generation for learning analytics.

How the proposed approach enables better understanding of the student learning process and their characteristics such as cognitive patterns, emotional states and behaviours that leads to academic success and also enable richer feedback from teachers and informed decision making by the institution is emphasized.

This paper examines metrics or indicators of learners’ engagement as extracted and displayed by Learning Analytics, their relationship with academic achievement and performance, and some freely available LA tools for instructors and their usability and makes recommendations for practice and research.

i-Ntervene allows instructors to flexibly trial potential interventions to discover the optimal approach for their course settings which should boost student’s learning outcomes in long term.

The paper hypothesises that presenting course designers with a simple-to-use data mining and visualisation tool increases their future acceptance of data mining technology for informing course design with a longer-term intent; this should improve the quality of the online learning experience, ultimately improving student engagement.

The work in this paper describes the adaptation of an online pedagogic framework during the hybrid delivery of a first-year web programming module, which includes a hybrid practical lab coordination system to conduct learner engagement analytics to support learners.

The way to implement the Learning Analytics intervention is explained, which is proved to made positive impact on students’ learning achievement with the Cohen’s d of 5.669, which serves to fill a gap in research on Learning Analytics.

This paper reviews intervention practices in higher education in 23 case studies to facilitate the formulation of intervention strategies for higher education institutions which practise learning analytics.

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A focus on “what the student does” is advocated echoing Biggs’ seminal article on teacher understandings of learning, which builds on the development of the open-source Engagement Analytics dashboard for Moodle.

This paper demonstrates how the analysis of data captured from various IT systems could be used to inform decision making process for university management and administration by providing details of a large research project designed to identify the range of applications for LMS derived data for informing strategic decision makers and teaching staff.

The current paper intends to situate and contextualise learning analytics (LA) within a broader debate on quality and student experience, outlining the affordances and constraints of this data-driven approach to quality.

This paper develops Campbell and Oblinger's five-step model of learning analytics and other theorisations of the field and draws on broader educational theory to articulate an incrementally more developed, explicit and theoretically-grounded Learning Analytics Cycle.

It is argued that to have meaningful impact, learning analytics proponents must also delve into the socio-technical sphere to ensure that learning analytics data are presented to those involved in strategic institutional planning in ways that have the power to motivate organizational adoption and cultural change.

An Australian Government Office of Learning and Teaching project that aims to investigate and then develop ways in which learning analytics data can be more usefully harnessed by academic teachers in higher education is provided.

The field of learning analytics is introduced and the lessons learned from well-known case studies in the research literature are outlined, including the critical topics that require immediate research attention for learning analytics to make a sustainable impact on the research and practice of learning and teaching.

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