Marcinkowski, M (2014) Understanding the transformative use of learning analytic data in online education design. In: The 4th International Conference on Learning Analytics and Knowledge 2014: Intersection of Learning Analytics Research, Theory and Practice, 26 - 28 March 2014, The Westin, Indianapolis, IN, USA.
Abstract
The rise of big data and online education present a tremendous opportunity for learning analytics and education in general. With massive open online courses (MOOCs) offering educational opportunities for students around the globe, an enormous amount of data is being generated. The possibilities that this data offers education also present challenges for educators and designers who are now forced to confront new paradigms for how to conduct and understand the aims of education in which the terms and measures of success are not so well defined. Focusing on in-depth interviews with instructors and designers involved with the design of MOOCs and a qualitative examination of course data, this research examines how the interpretation of student data affects the design of online courses. This work looks at how analytic data can play a role in shaping our understanding of new approaches to education and provide guidance in future design work.
| Item Type: | Conference or Workshop Item (Paper) |
|---|---|
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education L Education > LC Special aspects of education Q Science > QA Mathematics Q Science > QA Mathematics > QA75 Electronic computers. Computer science Q Science > QA Mathematics > QA76 Computer software |
| Divisions: | School of Writing, Publishing and the Humanities |
| Date Deposited: | 06 Dec 2016 15:18 |
| Last Modified: | 06 Jan 2022 19:41 |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/8580 |
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