Using Learning Analytics to Assess Student Engagement and Academic Outcomes in Open Access Enabling Programmes

Autor/inn/en	Atherton, Mirella; Shah, Mahsood; Vazquez, Jenny; Griffiths, Zoe; Jackson, Brian; Burgess, Catherine
Titel	Using Learning Analytics to Assess Student Engagement and Academic Outcomes in Open Access Enabling Programmes
Quelle	In: Open Learning, 32 (2017) 2, S.119-136 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0513
DOI	10.1080/02680513.2017.1309646
Schlagwörter	Foreign Countries; College Students; Educational Research; Data Collection; Data Analysis; Learner Engagement; Academic Achievement; Access to Education; Open Enrollment; Online Courses; Access to Information; Instructional Materials; Grades (Scholastic); Science Education; Test Results; Gender Differences; Predictor Variables; School Holding Power; Correlation; Australia + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Bildungsforschung; Pädagogische Forschung; Data capture; Datensammlung; Auswertung; Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang; Open entry; Offenes Bildungssystem; Online course; Online-Kurs; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Notenspiegel; Naturwissenschaftliche Bildung; Geschlechterkonflikt; Prädiktor; Korrelation; Australien
Abstract	Curriculum design, teaching methods, assessments and range of academic support need to be inclusive in Open Access Enabling courses. The findings of this study confirm a correlation between student access to online learning materials and a positive impact on grades in science courses. More specifically, students who frequently use the online learning system to access materials have better assessment and exam results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01