DETERMINING LEARNER ENGAGEMENT THROUGH LEARNING ANALYTICS

Distance education components are increasingly incorporated into education yet we do not routinely use tools for evaluation, analysis, and sharing of the pedagogy involved. Siemens (2010) defined learning analytics (LA) as,... [ view full abstract ]

Distance education components are increasingly incorporated into education yet we do not routinely use tools for evaluation, analysis, and sharing of the pedagogy involved. Siemens (2010) defined learning analytics (LA) as, “the use of intelligent data, learner-produced data, and analysis models to discover information and social connections, and to predict and advise on learning” (np). The purpose of this paper is to determine learner engagement through learning analytics in distance education. A variety of means were used to visualize and represent the results of data analysis from distance courses. This paper highlights the use of reports and graphs, social network analysis, and textual analysis to determine student engagement. Examination of the data patterns suggests teacher modification of instructional design, and illuminates student engagement and critical thinking.
Key messages include:
• LA are useful for evaluation, analysis, and sharing of pedagogy in blended and distance education.
• The use of LA needs to be intentional in order to transform teaching and learning.
• There is a need to integrate the Scholarship of Teaching and Learning with LA in further research to provide conceptual bridging between educational and technical tools.