文章基本信息

标题：Reflections on Different Learning Analytics Indicators for Supporting Study Success
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作者：Dirk Ifenthaler ; Jane Yin-Kim Yau
期刊名称：International Journal of Learning Analytics and Artificial Intelligence for Education
电子版ISSN：2706-7564
出版年度：2020
卷号：2
期号：2
页码：4-23
DOI：10.3991/ijai.v2i2.15639
出版社：International Association of Online Engineering (IAOE)
摘要：Common factors, which are related to study success include students’ sociodemographic factors, cognitive capacity, or prior academic performance, and individual attributes as well as course related factors such as active learning and attention or environmental factors related to supportive academic and social embeddedness. In addition, there are various stages of a learner’s learning journey from the beginning when commencing learning until its completion, as well as different indicators or variables that can be examined to gauge or predict how successfully that journey can or will be at different points during that journey, or how successful learners may complete the study and thereby acquiring the intended learning outcomes. The aim of this research is to gain a deeper understanding of not only if learning analytics can support study success, but which aspects of a learner’s learning journey can benefit from the utilisation of learning analytics. We, therefore, examined different learning analytics indicators to show which aspect of the learning journey they were successfully supporting. Key indicators may include GPA, learning history, and clickstream data. Depending on the type of higher education institution, and the mode of education (face-to-face and/or distance), the chosen indicators may be different due to them having different importance in predicting the learning outcomes and study success.
关键词：Learning analytics; study success; analytics methods; student-atrisk; dropout