Bowen Hui
ABSTRACT
Despite much excitement with learning analytics, there is still a lack of adoption in the classrooms. Possible reasons may include not having enough time to incorporate the use of analytics, not being familiar enough with specific techniques to readily apply them, or not knowing how data can help shape a curriculum or the classroom experience altogether. Learning analytics is a problem-driven research field, where the domain problem -- the people involved, the subject matter, and the learning environment -- drives the techniques and the solutions that are used. From this perspective, we propose a new framework with a suite of pedagogical questions that can be addressed using data to support decisions made about the curriculum or classroom structure. In addition, we present a case study with 69 participants in a CS1 course as a way to demonstrate how some of these questions are addressed. Our ultimate goal is to improve the quality of the students' learning experience using an evidence-based approach.
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Index Terms
- How Can Learning Analytics Improve a Course?
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