Involving stakeholders throughout the creation of new educational technologies can help ensure their usefulness and usability in real-world contexts. However, given the complexity of learning analytics (LA) systems, it can be challenging to meaningfully involve non-technical stakeholders throughout their design and development. This article…

Data used in learning analytics rarely provide strong and clear signals about how learners process content. As a result, learning as a process is not clearly described for learners or for learning scientists. Gaševic, Dawson, and Siemens (2015) urged data be sought that more straightforwardly describe processes in terms of events within learning…

An association between students' learn-online engagement and academic performance was investigated for a third-year Water Resources Systems Design course at the University of South Australia in 2017. As the patterns of data were non-parametric, Mann-Whitney and Kruskal-Wallis tests were performed using SPSS. It was revealed from the test results…

While it is commonly accepted that Learning Analytics (LA) tools can support teachers' awareness and classroom orchestration, not all forms of pedagogy are congruent to the types of data generated by digital technologies or the algorithms used to analyse them. One such pedagogy that has been so far underserved by LA is exploratory learning,…

Practising self-regulated learning (SRL) has been proposed to develop learning autonomy. However, there is lack of empirical evidence on how SRL strategies affect autonomous learning capacity. This study attempts to bridge that gap by utilizing the learners' trace data for measuring the learners' autonomous interactions, and investigates the…

The collection and selection of the data used in learning analytics applications deserve more attention. Optimally, selection of data should be guided by pedagogical purposes instead of data availability. Using design science research methodology, we designed an artifact to collect time-series data on students' self-regulated learning and…

Each time a learner in a self-paced online course seeks to answer an assessment question, it takes some time for the student to read the question and arrive at an answer to submit. If multiple attempts are allowed, and the first answer is incorrect, it takes some time to provide a second answer. Here we study the distribution of such…

This study investigates how teachers use dashboards in primary school classrooms. While learners practice on a tablet real-time data indicating learner progress and performance is displayed on teacher dashboards. This study examines how teachers use the dashboards, applying Verberts' learning analytics process model. Teacher dashboard…

Involving stakeholders throughout the creation of new educational technologies can help ensure their usefulness and usability in real-world contexts. However, given the complexity of learning analytics (LA) systems, it can be challenging to meaningfully involve non-technical stakeholders throughout their design and development. This article…

This study presents a social network analysis of the keywords attached to articles published in the "Turkish Online Journal of Distance Education" ("TOJDE"), a prominent journal in the field of open and distance learning. The social network analysis applied was based on a data mining and analytics approach. A total of 1120…

Whether high-stakes exams such as the SAT or College Board AP exams should penalize incorrect answers is a controversial question. In this paper, we document that penalty functions can have differential effects depending on a student's risk tolerance. Moreover, literature shows that risk aversion tends to vary along other areas of concern such as…

Metacognition is an aspect in self-regulated learning and is necessary to achieve such learning in an effective and efficient manner. However, it is not always easy and accurate for learners to monitor or assess their own metacognition. In this study, we designed a learning analytics dashboard to improve self-regulated learning in online…

A successful flipped classroom relies heavily on student engagement in pre-class learning and their active participation in classroom activities. However, much to students' disappointment, their efforts in the learning process often go unnoticed in traditional assessment approaches (such as term papers and final examinations) that are more…

One of the main generic competencies in Higher Education is "Learning to Learn". The key component of this competence is the capacity for self-regulated learning (SRL). For this competence to be developed, peer feedback seems useful because it fosters evaluative judgement. Following the principles of peer feedback processes, an online…

Our aim in this paper is to improve the efficiency of a learning process by using learners' traces to detect particular needs. The analysis of the semantic path of a learner or group of learners during the learning process can allow detecting those students who are in needs of help as well as identify the insufficiently mastered concepts. We…