Analytics4Action Evaluation Framework: A Review of Evidence-Based Learning Analytics Interventions at the Open University UK - Part 2 (Examples and Results)

avinash.boroowa@open.ac.uk | @nashman11178
Results so far
Pass rates:
On 7 modules the pass rates increased
On 4 modules the pass rates decreased
No comparable data for 7 modules.
Z- scores:
On 8 modules the z scores increased
On 2 modules the z scores decreased
No impact on z-scores for one module
Satisfaction:
On 7 modules the overall satisfaction increased
On 4 modules the overall satisfaction decreased
2014-2015 academic year
1
While proving causality is always very difficult,
the increases in pass rates, z-scores and overall
satisfaction can be a proxy for engaged and well-
supported module team chairs willing and being
able to take action.

A224 Inside music – an example
2
2012J 2013J 2014J 2015J
TMA01 92 94 94 97
TMA02 87 88 87 91
TMA03 83 83 84 83
TMA04 74 74 73
TMA05 73 71 71
TMA06 67 64 67
Drops 2012J 2013J 2014J 2015J
TMA 1-2 5 6 7 6
TMA 2-3 4 5 3 8
TMA 3-4 9 9 11
TMA 4-5 1 3 2
TMA 5-6 6 7 4
Analytics 4
Action
TMA Submissions
0
20
40
60
80
100
120
TMA01 TMA02 TMA03 TMA04 TMA05 TMA06
% of TMA Submissions
2012J 2013J 2014J 2015J
0
2
4
6
8
10
12
TMA 1-2 TMA 2-3 TMA 3-4 TMA 4-5 TMA 5-6
TMA Submission % Drop off
between TMAs
2012J 2013J 2014J 2015J
 Reviewing the TMA data
revealed a possible issue
between TMAs 03 and 04.
 The data suggested a
significant drop in
students submitting
TMA04 (11% on the 2014J
presentation)

3
 The data also suggested
retention was an issue
between TMA03 and
TMA05. 12% formal
withdrawal in this period.

4
 Investigation of
the data showed
low engagement
with structured
content activities
17.22 -17.26
 Proposed Action:
Rework the
content in these
activities.

5
 Data suggests that
roughly a quarter of
students registered
on A224 15J are
studying 120 credits.
 Further investigation
required to track
their success.
 Proposed Action: To
better advise these
students at
registration.

The Problem
● Previous presentations over 500 students
registered at start
● Steady attrition means that the two previous
presentations had
● Completion rates of 67% and 69%
● Pass rates of 63% and 65%
● 30% of students with lower than A level - PEQs
● High concurrency with other modules (30%)
● Based on feedback, the feeling was that
students new to OU study weren’t adequately
prepared for what it is to study 30/60 credits.
L192 Bon départ: beginners' French
6
The Solution
● Module website opens 3 weeks before start. In
those 3 weeks students were offered induction
sessions on
1. Materials
2. Tutorials
3. Support
4. Drop-in session for ad-hoc queries
● Rationale: to set the right expectations in the
minds of students - what it is to study 30
credits/60 credits
● Targeted at students new to the OU

The outcomes
7
Session attendance Number %
Attended session 133 20.37%
Did not attend session 520 79.63%
Grand Total 653 100.00%
Individual session attendance N %
Session A - Materials 97 14.85%
Session B – Tutorials and OU Live 85 13.02%
Session C - Support 53 8.12%
Drop-in session 31 4.75%
Attended
introductory
session
Did not attend
introductory
session
Total
Categories N % N % N %
Remained
registered at
start 131 98.50% 461 88.65% 592 90.66%
Withdrew before
start 2 1.50% 59 11.35% 61 9.34%
Grand Total 133 100.00% 520 100.00% 653 100.00%
Withdrawals before module start

The outcomes
8
Attended
introductory
session
Did not attend
introductory
session
Total
Registered 119 89.47% 384 73.85% 503 77.03%
Withdrawn 14 10.53% 136 26.15% 150 22.97%
Grand Total 133 100.00% 520 100.00% 653 100.00%
Withdrawals as at 03/03/2016
Attended
introductory
session
Did not attend
introductory
session
Total
Submitted TMA1 129 98.47% 411 89.15% 540 91.22%
Submitted TMA2 120 91.60% 370 80.26% 490 82.77%
Submitted TMA3 109 83.21% 295 63.99% 404 68.24%
Grand Total 131 100.00% 460 100.00% 592 100.00%
Assignment Submission Rates

The outcomes
9
Attended
introductory
session
Did not
attend
introductory
session
Total
Average score of TMA 1 87.59 82.15 83.45
Average Assessment Scores
• Overall significant correlations between attendance and subsequent retention and performance
• Number of modules in concurrent study – the group that did not attend the induction session have registered
on more modules (in both terms of modules and credits) than those who did - it may be a lack of time that
caused them not to engage in the induction session
• Proportion of new/continuing students – the group that did not attend the induction session has significantly
higher proportion of continuing students. On the whole, it looks like new students were the ones who mostly
benefited.

10

Evaluating the use of the A4A Framework
Technology Acceptance Model (TAM1)
11
● Explains why a user accepts or rejects a technology.
● Perceived usefulness and perceived ease of use influence
intentions to use and actual behaviour.
● Identify what factors explain future intentions to use the
innovation and actual usage behaviour
The Technology Acceptance Model, version 1.
(Davis, Bagozzi & Warshaw 1989)

Feedback from Data Source Briefing Workshops
Perceived usefulness (PU)
● Using the data tools will improve the delivery
of the module.
● Using the data tools will increase my
productivity.
● Using the data tools will enhance the
effectiveness of the teaching on the module.
Perceived ease-of-use (PEOU)
● Learning to operate data tools is easy for me.
● I find it easy to get the data tools to do what I
want them to do.
● I find the data tools easy to use.
Based on Technology Acceptance Model (TAM1)
12
Perceived training requirement
● I expect most staff will need formal training on
the data tools
Satisfaction with Workshop
● The instructors were enthusiastic in the data
briefing.
● The instructors provided clear instructions on
what to do.
● Overall, I am satsified with the workshop.

13

14

15

16

17

Feedback from Data Support Meetings
Perceived usefulness (PU)
● Using the data tools from the support meeting
will enhance the effectiveness of the teaching
on the module.
will improve the delivery of my module.
will increase my productivity.
Perceived ease-of-use (PEOU)
● I find it easy to get the data tools used in the
support meetings to do what I want them to
do.
● I find the tools used in the support meeting
easy to use.
● Learning to operate the data tools used in the
support meeting is easy for me.
Based on Technology Acceptance Model (TAM1)
18
Perceived training requirement
● Based upon my experience with the data tools
used in the support meeting, I expect that
most staff will need formal training to use
these tools.
Satisfaction with Workshop
● The facilitators helped me identify an issue, or
an action, that could be taken on my module.
● The facilitators provided a clear interpretation
of my module's data.
● The facilitators were enthusiastic in the
support meeting.
● Overall, I am satisfied with the support
meeting.

19

20

21

22

23

Are there any questions?
For further details please contact:
● Avinash Boroowa – avinash.boroowa@open.ac.uk ¦ @nashman11178
● Bart Rienties – bart.rienties@open.ac.uk ¦ @DrBartRienties
● Dr. Christothea Herodotu – christothea.herodotu@open.ac.uk

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