Reflections on different learning analytics indicators for supporting study success

Yau, Jane Yin-Kim ; Ifenthaler, Dirk

[img] PDF
15639-51577-1-PB.pdf - Published

Download (913kB)

Additional URL:
URN: urn:nbn:de:bsz:180-madoc-577110
Document Type: Article
Year of publication: 2020
The title of a journal, publication series: International Journal of Learning Analytics and Artificial Intelligence for Education : iJAI
Volume: 2
Issue number: 2
Page range: 4-23
Place of publication: Kassel
Publishing house: kassel university press GmbH
ISSN: 2706-7564
Publication language: English
Institution: Business School > Wirtschaftspädagogik V (Ifenthaler 2015-)
Subject: 370 Education
Abstract: 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.
Additional information: Online-Ressource. - Lizenz: Attribution 3.0 Austria (CC BY 3.0 AT) ,

Dieser Eintrag ist Teil der Universitätsbibliographie.

Das Dokument wird vom Publikationsserver der Universitätsbibliothek Mannheim bereitgestellt.

Metadata export


+ Search Authors in

+ Download Statistics

Downloads per month over past year

View more statistics

You have found an error? Please let us know about your desired correction here: E-Mail

Actions (login required)

Show item Show item