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#1Pablo Munguia (RMIT: RMIT University)H-Index: 17
#2Amelia Brennan (RMIT: RMIT University)H-Index: 1
Last. David Lee
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Abstract Developing data visualisation tools to support academics in the classroom is a challenging process due to the key requirements of usefulness and scalability, and the constraints of a university ecosystem. Here we describe the evolution of an enterprise-level, teacher-facing dashboard, designed to display data about students' enrolments and use of the Learning Management System in a meaningful way, and summarise the challenges and lessons we encountered along the way. This large universi...
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#1Eleanor J. Dommett ('KCL': King's College London)H-Index: 13
#2Benjamin Gardner ('KCL': King's College London)H-Index: 33
Last. Wijnand A.P. van Tilburg (University of Essex)H-Index: 14
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Abstract Many universities use lecture capture to record live lectures and make them available online, although this practice is not without controversy. We used an online survey to investigate perceptions of lectures and their capture in staff (N = 95) and students (N = 522). We found that they valued lectures and perceived capture differently, despite similar views on the type of learning lectures best support. Students were more positive about capture, utilising the online platform effectivel...
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#1Zhiru Sun (University of Southern Denmark)H-Index: 2
#2Kui Xie (CCNU: Central China Normal University)H-Index: 15
Abstract Pre-class preparedness is critical to students' in-class learning and overall success in the flipped classroom. This study used both trace data and self-report data to identify students' pre-class learning behavior profiles and investigate the relations of the identified learning profiles with the achievement trajectory over time and students' perceived achievement goal orientations in a flipped undergraduate math class. Three distinctive types of pre-class learning profiles emerged fro...
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#1Antonette Shibani (UTS: University of Technology, Sydney)H-Index: 4
#1Shibani Antonette (UTS: University of Technology, Sydney)
Last. Buckingham Shum Simon (UTS: University of Technology, Sydney)
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Abstract Failing to understand the perspectives of educators, and the constraints under which they work, is a hallmark of many educational technology innovations' failure to achieve usage in authentic contexts, and sustained adoption. Learning Analytics (LA) is no exception, and there are increasingly recognised policy and implementation challenges in higher education for educators to integrate LA into their teaching. This paper contributes a detailed analysis of interviews with educators who in...
1 CitationsSource
Abstract This brief paper develops a series of provocations against the current forms of Learning Analytics that are beginning to be implemented in higher education contexts. The paper highlights a number of ways in which Learning Analytics can be experienced as discriminatory, oppressive and ultimately disadvantaging across whole student populations, and considers the limitations of current efforts within educational data science to increase awareness of ‘ethics’ and ‘social good’. This culmina...
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#1Vanessa Cooper (RMIT: RMIT University)H-Index: 11
#2Guiseppe Forino (University of Newcastle)
Last. Jason von Meding (UF: University of Florida)H-Index: 10
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Abstract Web-based simulations (WBS) are increasingly used by educators to deliver higher education curricula. Given the growing number and diversity of students undertaking study in higher education institutions worldwide, it is critical that WBS are situated within a wider social-constructivist approach that facilitates community-based learning. To this end, we argue that the community of inquiry (CoI) framework offers a suitable solution. Based on a series of interviews with university educat...
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#1Christian Fischer (University of Tübingen)H-Index: 6
#1Christian S. Fischer (University of Tübingen)H-Index: 26
Last. Mark Warschauer (UCI: University of California, Irvine)H-Index: 53
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Abstract Online summer courses offer opportunities to catch-up or stay on-track with course credits for students who cannot otherwise attend face-to-face summer courses. While online courses may have certain advantages, participation patterns and student success in summer terms are not yet well understood. This quantitative study analyzed four years of institutional data cumulating in 72,441 course enrollments of 23,610 students in 433 courses during summer terms at a large public research unive...
2 CitationsSource
#1Isabel Hilliger (UC: Pontifical Catholic University of Chile)H-Index: 3
#2Margarita Ortiz-Rojas (ESPOL: Escuela Superior Politecnica del Litoral)H-Index: 2
Last. Mar Pérez-Sanagustín (Paul Sabatier University)H-Index: 19
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Abstract Learning Analytics (LA) is perceived to be a promising strategy to tackle persisting educational challenges in Latin America, such as quality disparities and high dropout rates. However, Latin American universities have fallen behind in LA adoption compared to institutions in other regions. To understand stakeholders' needs for LA services, this study used mixed methods to collect data in four Latin American Universities. Qualitative data was obtained from 37 interviews with managers an...
2 CitationsSource
#1Ina Blau (Open University of Israel)H-Index: 15
#2Tamar Shamir-Inbal (Open University of Israel)H-Index: 6
Last. Orit Avdiel (Open University of Israel)H-Index: 1
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Abstract The wide expansion of digital technologies in higher education has introduced the need for an examination of the added value of various technological tools for quality teaching and active individual and collaborative learning. The current study explored whether and how the pedagogical design of an academic course, which developed a variety of digital literacy competencies, supported students in regulating collaborative technology-enhanced learning and helped them cope with the sense of ...
3 CitationsSource
#1Christothea Herodotou (OU: Open University)H-Index: 10
#2Bart Rienties (OU: Open University)H-Index: 25
Last. Zdenek Zdrahal (OU: Open University)H-Index: 18
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Abstract A vast number of studies reported exciting innovations and practices in the field of Learning Analytics (LA). Whilst they provided substantial insights, most of these studies have been implemented in single-course or small-scale settings. There are only a few studies that are large-scale and institutional-wide adaptations of LA and have explored the stakeholders' perspectives (i.e., teachers, students, researchers, management) and involvement with LA. This study reports on one such larg...
1 CitationsSource
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