Abstract
Bringing Synchrony and Clarity to Complex Multi-Channel Data: A Learning Analytics Study in Programming Education
Highlights
As education becomes increasingly supported by technology, teachers have access to an unprecedented amount of data generated throughout students’ learning process
Learning Analytics (LA) can be defined as “the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs” [1]. When it comes to the “environments in which it [learning] occurs”, learning management systems (LMSs) play a central role in LA research [2], [3], since they provide a wide range of features, e.g., forums, quizzes, assignments, and videos [4]
Since learning programming is a complex task that involves both understanding theoretical concepts and acquiring practical skills, a holistic approach that integrates relevant sources of data would provide a more accurate view of students’ learning [3]
Summary
As education becomes increasingly supported by technology, teachers have access to an unprecedented amount of data generated throughout students’ learning process. LA can be defined as “the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs” [1]. When it comes to the “environments in which it [learning] occurs”, learning management systems (LMSs) play a central role in LA research [2], [3], since they provide a wide range of features, e.g., forums, quizzes, assignments, and videos [4]. Since learning programming is a complex task that involves both understanding theoretical concepts and acquiring practical skills ( requiring data generated on the LMS in addition to programming tools), a holistic approach that integrates relevant sources of data would provide a more accurate view of students’ learning [3]. Research has shown that learning strategies are malleable to interventions and that instruction targeting teaching students’ effective learning strategies has proven effective [13]–[15]
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