Academic Journal
Aligning Learning Design and Learning Analytics through Instructor Involvement: A MOOC Case Study
| العنوان: | Aligning Learning Design and Learning Analytics through Instructor Involvement: A MOOC Case Study |
|---|---|
| اللغة: | English |
| المؤلفون: | Er, Erkan, Gómez-Sánchez, Eduardo, Dimitriadis, Yannis, Bote-Lorenzo, Miguel L., Asensio-Pérez, Juan I. (ORCID |
| المصدر: | Interactive Learning Environments. 2019 27(5-6):685-698. |
| الاتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| تاريخ النشر: | 2019 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Alignment (Education), Learning Analytics, Instructional Design, Teacher Participation, Online Courses, Prediction, Models, Student Behavior, Intention, Teacher Attitudes, Foreign Countries, Universities, Translation, English, Spanish, Educational Technology, Money Management, Integrated Learning Systems, College Faculty |
| مصطلحات جغرافية: | Spain |
| DOI: | 10.1080/10494820.2019.1610455 |
| تدمد: | 1049-4820 |
| مستخلص: | This paper presents the findings of a mixed-methods research that explored the potentials emerging from aligning learning design (LD) and learning analytics (LA) during the design of a predictive analytics solution and from involving the instructors in the design process. The context was a past massive open online course, where the learner data and the instructors were accessible for posterior analysis and additional data collection. Through a close collaboration with the instructors, the details of the prediction task were identified, such as the target variable to predict and the practical constraints to consider. Two predictive models were built: LD-specific model (with features based on the LD and pedagogical intentions), and a generic model (with cumulative features, not informed by the LD). Although the LD-specific predictive model did not outperform the generic one, some LD-driven features were powerful. The quantity and the power of such features were associated with the degree to which the students acted as guided by the LD and pedagogical intentions. The leading instructor's opinion about the importance of the learning activities in the LD was compared with the results of the feature importance analysis. This comparison helped identify the problems in the LD. The implications for improving the LD are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| رقم الانضمام: | EJ1219232 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1049-4820 |
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| DOI: | 10.1080/10494820.2019.1610455 |