Reading: Advice for interpretation of learning analytics

Example 1.

Learning analytics on types of learning and teaching activities obtained by combining a learning design tool (BDP) and an LMS (Moodle)

We can ask ourselves the following questions:

• When are students active and engaged?
• Do students in our course study only for exams?
• Do students have enough time to complete all planned activities?

What can we learn from the learning analytics available in the BDP tool and in Moodle?

Figure 1: Student workload (BDP) – Figure 2: Student and instructor activity (Moodle)

As expected, student activity and engagement vary throughout the semester. Fluctuations are visible and can be linked to summative assessment. Activity analysis shows when students are active and engaged. It is evident that activity increases before exams, allowing us to conclude that students in our course study primarily for exams. During these periods, peaks in activity and material usage are observed, while a drop in engagement is visible after exams.
During the rest of the semester, students use learning materials and formative assessment tools, which are visible in the chart below. Smaller increases in activity also occur in the part of the course where a flipped classroom approach is applied.