Abstract
Learning Analytics (LA) and tools for intelligent analysis of data accumulat-ed in the information systems used in higher education institutions (HEIs) al-low quality experts to increase the effectiveness of processes for monitoring, quality assurance and evaluation of training. The paper presents LA model and a correspondent software tool designed for the needs of quality experts in Bulgarian higher education institutions. The tool allows them to monitor and improve the learning process. However, the experiments presented here show that the tool can also significantly assist in the preparation of self-assessment reports for internal and external quality assessment in HE. Re-search and experiments with the model and the LA tool under consideration are conducted on the basis of the information infrastructure of a typical Bul-garian university – University of Plovdiv “Paisii Hilendarski”.
Highlights
In recent years, extraction and analysis of data produced by participants in learning processes has become increasingly important and has led to the emerging of a new research field, called Learning Analytics (LA)
Contemporary higher education institutions (HEIs) collect data for students and their achievements. Much of these data that can be used for LA comes from the learning management systems (LMS) and student information systems
By the report templates design tool JasperSoft Studio is implemented the core functionality of the Application Layer of Learning Analytics Tool for quality experts (LATqe) and its business logic. Key elements of this functionality are modelling of the three developed models for the needs of quality experts and acquisition of values for the model' indicators of different levels from digital footprints left by students and/or teachers during training in each course and/or by inspectors in LMS, student information systems and/or other systems of HEI information infrastructure
Summary
Extraction and analysis of data produced by participants in learning processes has become increasingly important and has led to the emerging of a new research field, called Learning Analytics (LA). Since the primary objective of LA is to improve the quality many systems for quality evaluation of learning in HEIs, developed by independent institutions (e.g. ENQA, EFMD, Quality Matters Program, ACODE, EFQUEL, NEAA, etc.) contain indicators, typical for LA models These indicators [18, 19] allow the evaluating external experts to give a real assessment of HEIs for students’ activity and success rate, teachers’ activity and recommendations for improving the quality of the training at HEI. Especially when it comes to the assessment of distance learning [18], require collecting, analysing and interpretation of students’ big data In this regard, quality experts (e.g. members of quality committees) can use LA tools to generate proofs when they write down self-evaluation reports for external quality evaluation by independent agencies. Research and experiments with the model and the LA tool under consideration are conducted on the basis of the information infrastructure of a typical Bulgarian university – University of Plovdiv “Paisii Hilendarski”
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