Assessing Student Engagement in Online Programmes: Using Learning Design and Learning Analytics

Autor/inn/en	Toro-Troconis, Maria; Alexander, Jesse; Frutos-Perez, Manuel
Titel	Assessing Student Engagement in Online Programmes: Using Learning Design and Learning Analytics
Quelle	In: International Journal of Higher Education, 8 (2019) 6, S.171-183 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Foreign Countries; Graduate Students; Instructional Design; Curriculum Design; Electronic Learning; Learner Engagement; Learning Analytics; Program Evaluation; Masters Programs; Photography; Thinking Skills; Cooperative Learning; Online Courses; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrplangestaltung; Programme evaluation; Programmevaluation; Magister course; Magisterstudiengang; Fotografie; Denkfähigkeit; Kooperatives Lernen; Online course; Online-Kurs; Großbritannien
Abstract	This paper presents the learning design framework used in the design of the Online MA in Photography at Falmouth University. It discusses the importance of evaluating the success of online learning programmes by analysing learning analytics and student feedback within the overall pedagogic context and design of the programme. Linear regression analysis was used to analyse the engagement of three cohorts of students that completed four modules of the Online MA Photography (n=33) with over 80,000 entries in the dataset. The research explored student engagement with online content that promoted low-order cognitive skills (i.e. watching videos, reading materials and listening to podcasts) as well as high-order cognitive skills (i.e. participating in online forums and webinars). The results suggest there is weak evidence of an association between average overall mark in all modules and the level of engagement with self-directed content (P = 0.0187). There is also weak evidence of an association between average overall mark in all modules and the level of engagement in collaborative activities (P < 0.0528). Three major themes emerged from the focus group 1) weekly forums and webinars, 2) self-directed learning materials and 3) learning design and support. Online learning was acceptable and convenient to postgraduate students. These findings are discussed further in the paper as potential predictors of student performance in online programmes. (As Provided).
Anmerkungen	Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto Ontario, Canada M3J 3H7. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: ijhe@scieduca; Web site: http://www.sciedupress.com/ijhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01