Learning Management Systems: A Shift Toward Learning and Academic Analytics

Adam Marks,Kees Rietsema,Maytha Al-Ali

doi:10.3991/ijet.v11i04.5419

Abstract

This paper presents the major findings from a study conducted with six different universities in the U.S. regarding their use of the learning analytics (LA) capabilities available within their learning management systems (LMS). Data was collected from an online survey instrument, in-depth interviews with IT directors and academic administrators, and a case study in Embry-Riddle Aeronautical University. One observation is that universities are attempting to make better use of new analytics functions and the data stored in the university LMS in order to make more informed decisions regarding short-term and long-term goals and objectives. The new functions include analytics performed at the institutional level, college level, degree-program level, course level, and even course section level. Courses and degree programs as well as learning performance and objectives can be measured and analyzed using different goals, criteria, and accreditation requirements.

Highlights

Terms such as “information society” have been used to identify this era in human development, and describe how societies today create, share, and use knowledge to improve their well-being [2]
Given the importance of higher education in today’s information society and knowledge economy, and the role learning management systems (LMS) can play in higher education decision making, the aim of this study is to provide an overview of the current status of Learning Analytics (LA) available in LMSs, paying particular attention to how they can be used to provide decision-makers with information to evaluate university performance versus institutional needs and requirements
The objective of this study is to offer an overview of key LA initiatives available in LMSs, and how they could be transformed into actionable educational policy [19]

Summary

Introduction

Terms such as “information society” have been used to identify this era in human development, and describe how societies today create, share, and use knowledge to improve their well-being [2]. The decisions required to deal with the challenges and opportunities of the higher education environment require a constant flow of valid, timely, and relevant information that institutions can use in an efficient and effective manner. In many cases this data is already available in one form or shape in one or more of the different information systems used by the institution, but often that data is either overlooked, underused, or otherwise not properly utilized [9], [22], and [20]

Objectives

Findings

Discussion

Conclusion