Learning Analytics to Uncover Inequality in Behavioural Engagement and Academic Attainment in a Distance Learning Setting

Autor/inn/en	Nguyen, Quan; Rienties, Bart; Richardson, John T. E.
Titel	Learning Analytics to Uncover Inequality in Behavioural Engagement and Academic Attainment in a Distance Learning Setting
Quelle	In: Assessment & Evaluation in Higher Education, 45 (2020) 4, S.594-606 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nguyen, Quan) ORCID (Rienties, Bart) ORCID (Richardson, John T. E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2019.1679088
Schlagwörter	Learning Analytics; Academic Achievement; Achievement Gap; Racial Differences; Minority Group Students; African American Students; White Students; Grades (Scholastic); Study Habits; Time on Task; Distance Education; Learner Engagement; Open Universities; College Students; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Schulleistung; Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Notenspiegel; Study behavior; Study behaviour; Studienverhalten; Zeitaufwand; Distance study; Distance learning; Fernunterricht; Offene Universität; Collegestudent; Ausland; Großbritannien
Abstract	Although the attainment gap between black and minority ethnic (BME) students and white students has persisted for decades, the potential causes of these disparities are highly debated. The emergence of learning analytics allows researchers to understand how students engage in learning activities based on their digital traces in a naturalistic setting. This study investigates the attainment gap by analysing the differences in behavioural engagement between different ethnic groups. Using multilevel models of academic performance, demographics, and online traces of 149,672 students enrolled in 401 modules in a distance learning setting, we confirmed the existing attainment gap. After controlling for other demographics, module characteristics and engagement, BME students were between 19% and 79% less likely to complete, pass or achieve an excellent grade compared to white students. Given the same academic performance, BME students spent 4-12% more time on studying than white students. While the attainment gap remained persistent after controlling for academic engagement, our study further highlighted the inequality of attainment between BME and white students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01