Does Time-on-Task Estimation Matter? Implications for the Validity of Learning Analytics Findings

Autor/inn/en	Kovanovic, Vitomir; Gaševic, Dragan; Dawson, Shane; Joksimovic, Srecko; Baker, Ryan S.; Hatala, Marek
Titel	Does Time-on-Task Estimation Matter? Implications for the Validity of Learning Analytics Findings
Quelle	In: Journal of Learning Analytics, 2 (2015) 3, S.81-116 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1929-7750
Schlagwörter	Time on Task; Computation; Validity; Data Analysis; Integrated Learning Systems; Models; Statistical Analysis; Electronic Learning; Blended Learning; Educational Research; Online Courses; Graduate Students; College Freshmen; Foreign Countries; Academic Achievement; Canada; Australia + Suchen Sie Ihr Suchwort? Zeitaufwand; Gültigkeit; Auswertung; Analogiemodell; Statistische Analyse; Bildungsforschung; Pädagogische Forschung; Online course; Online-Kurs; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studienanfänger; Ausland; Schulleistung; Kanada; Australien
Abstract	With widespread adoption of Learning Management Systems (LMS) and other learning technology, large amounts of data--commonly known as trace data--are readily accessible to researchers. Trace data has been extensively used to calculate time that students spend on different learning activities--typically referred to as time-on-task. These measures are used to build predictive models of student learning in order to understand and improve learning processes. While time-on-task measures have been used in Learning Analytics research, the consequences of their use are not fully described or examined. This paper presents findings from two experiments regarding different time-on-task estimation methods and their influence on research findings. Based on modelling different student performance measures with popular statistical methods in two datasets (one online, one blended), our findings indicate that time-on-task estimation methods play an important role in shaping the final study results, particularly in online settings where the amount of interaction with LMS is typically higher. The primary goal of this paper is to raise awareness and initiate debate on the important issue of time-on-task estimation within the broader learning analytics community. Finally, the paper provides an overview of commonly adopted time-on-task estimation methods in educational and related research fields. (As Provided).
Anmerkungen	Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: http://learning-analytics.info/journals/index.php/JLA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01