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cultura fisica

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Pedagogically informed designs of learning are increasingly of interest to researchers in blended and online learning, as learning design is shown to have an impact on student behaviour and outcomes. Although learning design is widely studied, often these studies are individual courses or programmes and few empirical studies have connected learning designs of a substantial number of courses with learning behaviour. In this study we linked 151 modules and 111.256 students with students' behaviour (<400 million minutes of online behaviour), satisfaction and performance at the Open University UK using multiple regression models. Our findings strongly indicate the importance of learning design in predicting and understanding Virtual Learning Environment behaviour and performance of students in blended and online environments. In line with proponents of social learning theories, our primary predictor for academic retention was the time learners spent on communication activities, controlling for various institutional and disciplinary factors. Where possible, appropriate and well designed communication tasks that align with the learning objectives of the course may be a way forward to enhance academic retention.

Global experiences with e-learning and data

Global experiences with e-learning and data

Global experiences with e-learning and data

Keynote H818 The Power of (In)formal learning: a learning analytics approach

Keynote H818 The Power of (In)formal learning: a learning analytics approach

Keynote H818 The Power of (In)formal learning: a learning analytics approach

Bart Rienties is a Reader in Learning Analytics at the Institute of Educational Technology at the Open University UK. He is programme director Learning Analytics within IET and Chair of Analytics4Action project, which focuses on evidence-based research on interventions on OU modules to enhance student experience. As educational psychologist, he conducts multi-disciplinary research on work-based and collaborative learning environments and focuses on the role of social interaction in learning, which is published in leading academic journals and books. His primary research interests are focussed on Learning Analytics, Computer-Supported Collaborative Learning, and the role of motivation in learning. Furthermore, Bart is interested in broader internationalisation aspects of higher education. He successfully led a range of institutional/national/European projects and received several awards for his educational innovation projects.

Keynote address Analytics4Action Evaluation Framework: a review of evidence-...

Keynote address Analytics4Action Evaluation Framework: a review of evidence-...

Keynote address Analytics4Action Evaluation Framework: a review of evidence-...

Codes and conventions

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Pakistani Fashion Through The Decades

Pakistani Fashion Through The Decades

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Learning gains has increasingly become apparent within the HE literature, gained traction in government policies in the UK, and are at the heart of Teaching Excellence Framework (TFL). As such, this raises a question to what extent teaching and learning environment can actually predict students’ learning gains using principles of learning analytics. In this presentation, which is joined work with University of Surrey and Oxford Brookes, I will focus on some preliminary findings based upon developing and testing an Affective-Behaviour-Cognition learning gains model using longitudinal approach. The main aim of the research is to examine whether learning gains occur on all three levels of Affective-Behaviour-Cognition model and whether any particular student or course characteristics can predict learning gains or lack of learning and dropout. For more info, see https://abclearninggains.com/

The power of learning analytics to measure learning gains: an OU, Surrey and ...

The power of learning analytics to measure learning gains: an OU, Surrey and ...

The power of learning analytics to measure learning gains: an OU, Surrey and ...

8th UK Learning Analytics Network Meeting, The Open University, 2nd November 2016 1) The power of 151 Learning Designs on 113K+ students at the OU? 2) How can we use learning design to empower teachers? 3) How can Early Alert Systems improve Student Engagement and Academic Success? (Amara Atif, Macquarie University) 4) What evidence is there that learning design makes a difference over time and how students engage?

Learning design meets learning analytics: Dr Bart Rienties, Open University

Learning design meets learning analytics: Dr Bart Rienties, Open University

Learning design meets learning analytics: Dr Bart Rienties, Open University

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Global experiences with e-learning and data

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Global experiences with e-learning and data

Keynote H818 The Power of (In)formal learning: a learning analytics approach

Keynote H818 The Power of (In)formal learning: a learning analytics approach

Keynote H818 The Power of (In)formal learning: a learning analytics approach

Keynote address Analytics4Action Evaluation Framework: a review of evidence-...

Keynote address Analytics4Action Evaluation Framework: a review of evidence-...

Keynote address Analytics4Action Evaluation Framework: a review of evidence-...

Codes and conventions

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Pakistani Fashion Through The Decades

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The power of learning analytics to measure learning gains: an OU, Surrey and ...

The power of learning analytics to measure learning gains: an OU, Surrey and ...

The power of learning analytics to measure learning gains: an OU, Surrey and ...

Learning design meets learning analytics: Dr Bart Rienties, Open University

Learning design meets learning analytics: Dr Bart Rienties, Open University

Learning design meets learning analytics: Dr Bart Rienties, Open University