CERC

Learning Analytics is growing rapidly across Higher Education institutions across the globe. There are some software solutions to learning analytics which are mainly focusing on intervention, retention and resource allocation, driving institutions to collect and analyse data at an institutional level. Such data only provides a small window into a student and how they spend their time learning. Institutions link progression to specific interactions and neglect students’ self-study, any social factors and any individual learning needs. Therefore, this paper is looking at Learning Analytics and how data can help each student individually. To achieve this, the data should examine and analyse a student providing intuitive data that can be used to reflect and alter learning behaviour. The proposed solution is more than just contributing to a data-driven education system allowing students to add learning activities, set personal targets and interact with members of staff during sessions; t...

The crisis and emergency risk communication (CERC) model is a five-stage theory that merges established public health practices with principles of crisis communication. Although CERC has been regularly applied on the ground, it has been criticized as lacking the coherence and unity necessary to serve as a framework for research. To determine the extent and type of research CERC has generated since its original presentation to the academic community 15 years ago, we conducted a systematic review of research using CERC as a theoretical lens. A total of 4,471 articles in 20 languages were screened, 400 full texts examined, and 19 articles included in the research and theory analysis, of which one tested tenets of the CERC model. We conclude that CERC has rarely been theoretically tested, and we argue that reformulation of the propositions is necessary for empirical support of the model to proceed.