short-paper

The impact of 151 learning designs on student satisfaction and performance: social learning (analytics) matters

Authors:

Lisette ToetenelAuthors Info & Claims

LAK '16: Proceedings of the Sixth International Conference on Learning Analytics & Knowledge

Pages 339 - 343

https://doi.org/10.1145/2883851.2883875

Published: 25 April 2016 Publication History

Abstract

An increasing number of researchers are taking learning design into consideration when predicting learning behavior and outcomes across different modules. This study builds on preliminary learning design work that was presented at LAK2015 by the Open University UK. In this study we linked 151 modules and 111.256 students with students' satisfaction and performance using multiple regression models. Our findings strongly indicate the importance of learning design in predicting and understanding performance of students in blended and online environments. In line with proponents of social learning analytics, our primary predictor for academic retention was the amount of communication activities, controlling for various institutional and disciplinary factors. Where possible, appropriate communication tasks that align with the learning objectives of the course may be a way forward to enhance academic retention.

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Cited By

Lysitsa EMavroeidis I(2024)Critical factors affecting student satisfaction in a distance learning environmentEuropean Journal of Open, Distance and E-Learning10.2478/eurodl-2023-001426:1(1-23)Online publication date: 1-Mar-2024
https://doi.org/10.2478/eurodl-2023-0014
Bustos-López MMachorro-Cano IAlor-Hernández GHernández-Capistran JOlmedo-Aguirre J(2024)Learning Analytics in Reading ComprehensionArtificial Intelligence in Prescriptive Analytics10.1007/978-3-031-66731-2_14(343-374)Online publication date: 22-Sep-2024
https://doi.org/10.1007/978-3-031-66731-2_14
Aldosemani TAl Khateeb A(2022)Learning Loss Recovery Dashboard: A Proposed Design to Mitigate Learning Loss Post Schools ClosureSustainability10.3390/su1410594414:10(5944)Online publication date: 13-May-2022
https://doi.org/10.3390/su14105944
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Index Terms

The impact of 151 learning designs on student satisfaction and performance: social learning (analytics) matters
1. Applied computing
  1. Education
    1. Distance learning
    2. E-learning

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cover image ACM Other conferences

LAK '16: Proceedings of the Sixth International Conference on Learning Analytics & Knowledge

April 2016

567 pages

ISBN:9781450341905

DOI:10.1145/2883851

General Chairs:
Dragan Gašević
University of Edinburgh, United Kingdom
,
Grace Lynch
Society for Learning Analytics Research
,
Program Chairs:
Shane Dawson
University of South Australia
,
Hendrik Drachsler
University of the Netherlands
,
Carolyn Penstein Rosé
Carnegie Mellon University

Copyright © 2016 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected].

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 25 April 2016

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LAK '16

LAK '16: 6th International Conference on Learning Analytics and Knowledge

April 25 - 29, 2016

Edinburgh, United Kingdom

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LAK '16 Paper Acceptance Rate 36 of 116 submissions, 31%;

Overall Acceptance Rate 236 of 782 submissions, 30%

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Cited By

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https://doi.org/10.2478/eurodl-2023-0014
Bustos-López MMachorro-Cano IAlor-Hernández GHernández-Capistran JOlmedo-Aguirre J(2024)Learning Analytics in Reading ComprehensionArtificial Intelligence in Prescriptive Analytics10.1007/978-3-031-66731-2_14(343-374)Online publication date: 22-Sep-2024
https://doi.org/10.1007/978-3-031-66731-2_14
Aldosemani TAl Khateeb A(2022)Learning Loss Recovery Dashboard: A Proposed Design to Mitigate Learning Loss Post Schools ClosureSustainability10.3390/su1410594414:10(5944)Online publication date: 13-May-2022
https://doi.org/10.3390/su14105944
Kaliisa RRienties BMørch AKluge A(2022)Social learning analytics in computer-supported collaborative learning environments: A systematic review of empirical studiesComputers and Education Open10.1016/j.caeo.2022.1000733(100073)Online publication date: Dec-2022
https://doi.org/10.1016/j.caeo.2022.100073
Sun S(2020)Using patterns-based learning design for CALL tasksComputer Assisted Language Learning10.1080/09588221.2019.1657902(1-24)Online publication date: 28-Jan-2020
https://doi.org/10.1080/09588221.2019.1657902
Jayashanka RHewagamage KHettiarachchi E(2019)An Intelligent Interactive Visualizer to Improve Blended Learning in Higher Education2019 Twelfth International Conference on Ubi-Media Computing (Ubi-Media)10.1109/Ubi-Media.2019.00022(69-73)Online publication date: Aug-2019
https://doi.org/10.1109/Ubi-Media.2019.00022
Harrison T(2019)How distance education students perceive the impact of teaching videos on their learningOpen Learning: The Journal of Open, Distance and e-Learning10.1080/02680513.2019.170251835:3(260-276)Online publication date: 15-Dec-2019
https://doi.org/10.1080/02680513.2019.1702518
Liu ANesbit J(2019)Dashboards for Computer-Supported Collaborative LearningMachine Learning Paradigms10.1007/978-3-030-13743-4_9(157-182)Online publication date: 17-Mar-2019
https://doi.org/10.1007/978-3-030-13743-4_9
Costa LSalvador LAmorim R(2018)Evaluation of Academic Performance Based on Learning Analytics and Ontology: a Systematic Mapping Study2018 IEEE Frontiers in Education Conference (FIE)10.1109/FIE.2018.8658936(1-5)Online publication date: Oct-2018
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Schmitz MScheffel Mvan Limbeek EBemelmans RDrachsler H(2018)“Make It Personal!” - Gathering Input from Stakeholders for a Learning Analytics-Supported Learning Design ToolLifelong Technology-Enhanced Learning10.1007/978-3-319-98572-5_23(297-310)Online publication date: 14-Aug-2018
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