Abstract:

Learning Analytics can provide many opportunities for improving learning experience and performance in higher education. In addition to grades, many other data can be collected and analysed during the teaching-learning process. E-learning systems seems to be the easiest mean of collecting learning related data. Although e-learning system are already widely used in higher education, learning analytics solution are still not implemented. The purpose of the current research is to explore what can be reasons behind this phenonemon, how much teachers are aware of student learning analytics related expectations and which elements and points of learning analysis should be included in a blended learning training. A pilot course will be launched in the Moodle e-learning system Most of the data recorded by the system - like data concerning time spent with reading course materials, assignment scores, or self-evaluation test results etc can be relevant for learning analysis. The question is how to apply this data in a meaningful and reasonable manner. Our aim is to develop and demonstrate the use of a learning analytics framework for evaluating the learning outcomes of a particular course.

In order to exploit the benefits of learning analytics an integrated toolset must be developed that can identify, collect and then process data based on the various requirements. In this research high emphasis will be put on visualization solutions (e.g.: Knowledge Network, Workflow Dashboards and Rankings) for supporting students and teachers too.

Keywords:

Learning analytics, education, e-learning system.