Abstract:

Mainly, contemporary research in education focuses on understanding students’ performance through individual behaviours and/or characteristics. It is more limited the literature found where the teachers’ role (e.g. commitment) is explored [1]. This study reduces that gap while delving into the relationship between individual teachers’ engagement and students’ academic performance. The study makes use of Learning Analytics tools, which holds a high potential to explain teaching-learning patters [2]. Virtual teaching platforms, such as Moodle, allow universities to monitor students’ activity in real time. (e.g. the platform logs). We aim to continue leveraging the opportunities that Learning Management Systems offer to identify successful practices [3] [4].

The study is conducted in the Faculty of Economics and Business of the Universitat de Barcelona, thru fall 2021, and it makes use of a dataset of more than 1,000 first-year business students taught by eight different teachers. All class groups maintain tight coordination, cover the same content under equivalent evaluation system. On the teacher side, we measure the individual number of logs and the number of content-based items that each teacher uploads to the campus, encompassing main course materials and any other complementary resources. For students, we measure the individual number of logs and their course performance (i.e. the final grade). Using linear regression models, main results reveal a positive and significant correlation between a higher number of available items and increased students’ individual engagement and performance. However, the analysis of teachers’ logs shows a nuanced finding. On the one side, it demonstrates an inverted U-shape concerning students’ engagement: increased teachers’ activity increases students’ number of logs up to a certain point. However, that higher teachers’ activity does not correlate with final course individual achievement, whether in terms of passing or grades. This study adds valuable insights to optimize virtual teaching practices, emphasizing the complex teacher-student dynamic. More research is needed to unravel the effect of teaching engagement for effective learning outcomes.

References:
[1] D. A. Saucier, S. S. Miller, T. L. Jones & A. L. Martens, “Trickle down Engagement: Effects of Perceived Teacher and Student Engagement on Learning Outcomes”, International Journal of Teaching and Learning in Higher Education, vol. 33, no. 2, pp. 168-179, 2022.
[2] R. Andriamiseza, F. Silvestre, J.F. Parmentier and J. Broisin, “How Learning Analytics can help orchestration of formative assessment? Data-driven recommendations for Technology-enhanced learning”, IEEE Transactions on Learning Technologies, vol. 16, no. 5, pp. 804-819, 2023.
[3] P. D. Long and G. Siemens, “Penetrare la nebbia: tecniche di analisi per l’apprendimento”, TD Tecnologie Didattiche, vol. 22, no. 3, pp. 132-137, 2014.
[4] C. Villagrá-Arnedo et al, “Predicting academic performance from behavioural and learning data”, International Journal of Design & Nature and Ecodynamics, vol. 11, no. 3, pp. 239-249, 2016.

Keywords:

Learning Analytics, teacher engagement, academic performance, higher education.