Metrics and Indicators of Online Learning in Higher Education

Abstract

AbstractThis article aims to present research regarding the effectiveness of online learning within the domain of Higher Education, as well as to suggest means of measuring it within other contexts of online learning. The research’s purpose consists on identifying and analyzing different environments and practices of online learning, as well as how to proceed with its measurements, with the intent of involving its different stakeholders in decision-making processes for quality improvement within such learning practices. This study is based on a bibliographic review with the purpose of providing solid answers to the following research questions: (Q1) What are the Higher Education contexts in which online learning can occur? (Q2) What are the key metrics that allow us to measure the effectiveness of online learning in Higher Education? The results that were found from the literature review identify that the contexts of online learning constitute themselves as innovative pedagogical models that empower students, facilitating and promoting their learning process (Q1). Furthermore, the main metrics regarding the different Pedagogical and Technological Dimensions, in respect to the domain of Higher Education, and the realization of the importance of its measurement within various dimensions, and for the multiple elements inherent to learning processes, have also been identified (Q2). The dynamics of digital learning in Higher Education are framed by the contexts and processes in which they take place, they are also mobilized by its actors, and become measurable, through indicators and metrics which constitute themselves as core moderating elements for the success of online education in this domain.KeywordsHigher educationLearning technologiesLearning processesOnline learning contextsOnline teaching metricsLearning analytics