NDLI: Is the LMS access frequency a sign of students' success in face-to-face higher education?

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Is the LMS access frequency a sign of students' success in face-to-face higher education?

Content Provider	ACM Digital Library
Author	Dai, Kais Vilas, Ana Fernández Nespereira, Celia González Redondo, Rebeca P. Díaz
Abstract	Reshaping the educational system dynamics by incorporating Learning Analytics concepts along the learning cycle is a great challenge. With the progressively inclusion of online learning in Higher Education, blended learning is a reality which makes easier the inclusion of learning analysis with less human effort. This paper describes an exploratory analysis of the online activity in the official Learning Management System of $2^{nd}-year$ students in a course at the Telecommunication Engineering Degree at the University of Vigo for three consecutive academic years. We conclude there is a correlation between the interaction of the students in the LMS and their final marks. Besides, we have obtained temporal behaviour patterns for successful and unsuccessful students. Thus, it is possible the early detection of students who are not interacting as they are supposed to do when following the course and, consequently, to trigger alarms for both students and professors. Besides, professors would have a good feedback system to improve the course design in short-term.
Starting Page	283
Ending Page	290
Page Count	8
File Format	PDF
ISBN	9781450328968
DOI	10.1145/2669711.2669912
Language	English
Publisher	Association for Computing Machinery (ACM)
Publisher Date	2014-10-01
Publisher Place	New York
Access Restriction	Subscribed
Subject Keyword	Educational data mining Dynamic time warping Time series Longitudinal analysis Hierarchical clustering
Content Type	Text
Resource Type	Article

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