Using Learning Analytics to Redesign Core Pedagogy Subjects: A Case in Point

Autor/inn/en	Eady, Michelle J.; Green, Corinne A.; Fulcher, David; Boniface, Tim
Titel	Using Learning Analytics to Redesign Core Pedagogy Subjects: A Case in Point
Quelle	In: Journal of Further and Higher Education, 46 (2022) 2, S.246-257 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eady, Michelle J.) ORCID (Green, Corinne A.) ORCID (Fulcher, David) ORCID (Boniface, Tim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2021.1905156
Schlagwörter	Learning Analytics; Undergraduate Study; Curriculum Design; Teacher Education Curriculum; Foreign Countries; Attendance; Lecture Method; Blended Learning; Australia + Suchen Sie Ihr Suchwort? Grundstudium; Lehrplangestaltung; Ausland; Anwesenheit; Australien
Abstract	Research has demonstrated a correlation between lecture attendance and students' academic achievement. However, students may not attend lectures for a variety of reasons. The provision of lecture recordings online can also negatively impact lecture attendance and student achievement. These facts implore us to be courageous and explore new approaches to improve and expand learning experiences. This paper describes how a diverse team of academics, learning analytics and education design staff at [the University of Wollongong] came together to explore this issue and develop an approach that could better support the learning of our students resulting in higher rates of achievement while adapting to students' needs for flexibility and connection. Details are given regarding the analysis of learning analytics data, and how these data have informed and directed a transformed learning design for a core undergraduate subject in the field of teacher education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01