Learning Analytics for Programme Review: Evidence, Analysis, and Action to Improve Student Learning Outcomes

Autor/inn/en	Armatas, Christine; Kwong, Theresa; Chun, Cecilia; Spratt, Christine; Chan, Dick; Kwan, Joanna
Titel	Learning Analytics for Programme Review: Evidence, Analysis, and Action to Improve Student Learning Outcomes
Quelle	In: Technology, Knowledge and Learning, 27 (2022) 2, S.461-478 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Armatas, Christine) ORCID (Kwong, Theresa) ORCID (Chan, Dick) ORCID (Kwan, Joanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2211-1662
DOI	10.1007/s10758-021-09559-6
Schlagwörter	Learning Analytics; Higher Education; Foreign Countries; Curriculum Evaluation; Outcomes of Education; Models; Computer Software; Data; Governance; Hong Kong + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Lernleistung; Schulerfolg; Analogiemodell; Daten; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Hongkong
Abstract	The application of learning analytics (LA) to research and practice in higher education is expanding. Researchers and practitioners are using LA to provide an evidentiary basis across higher education to investigate student learning, to drive institutional quality improvement strategies, to determine at-risk behaviours and develop intervention strategies, to measure attrition more effectively and to improve curriculum design and evaluation in both on-campus and e-learning settings. This paper is a case study report of the novel application of LA to programme curriculum review from a major cross-institutional project in Hong Kong. The paper describes the rationale for the project, the conceptual model that led the approach and the development of a software tool that allowed the automation of statistical analyses specifically relevant to programme review. In addition, the paper addresses a major challenge that the project faced in relation to data governance. The paper concludes by proposing the potential benefits of LA for programme curriculum review. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01