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Reflections on different learning analytics indicators for supporting study success
Yau, Jane Yin-Kim
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Ifenthaler, Dirk
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DOI:
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https://doi.org/10.3991/ijai.v2i2.15639
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URL:
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https://madoc.bib.uni-mannheim.de/57711
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Weitere URL:
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https://www.online-journals.org/index.php/i-jai/ar...
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URN:
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urn:nbn:de:bsz:180-madoc-577110
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Dokumenttyp:
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Zeitschriftenartikel
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Erscheinungsjahr:
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2020
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Titel einer Zeitschrift oder einer Reihe:
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International Journal of Learning Analytics and Artificial Intelligence for Education : iJAI
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Band/Volume:
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2
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Heft/Issue:
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2
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Seitenbereich:
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4-23
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Ort der Veröffentlichung:
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Kassel
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Verlag:
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kassel university press GmbH
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ISSN:
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2706-7564
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Sprache der Veröffentlichung:
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Englisch
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Einrichtung:
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Fakultät für Betriebswirtschaftslehre > Wirtschaftspädagogik, Technologiebasiertes Instruktionsdesign (Ifenthaler 2015-)
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Fachgebiet:
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370 Erziehung, Schul- und Bildungswesen
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Abstract:
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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.
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Zusätzliche Informationen:
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Online-Ressource. - Lizenz: Attribution 3.0 Austria (CC BY 3.0 AT) , https://creativecommons.org/licenses/by/3.0/at/deed.en
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 | Dieser Eintrag ist Teil der Universitätsbibliographie. |
 | Das Dokument wird vom Publikationsserver der Universitätsbibliothek Mannheim bereitgestellt. |
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