Abstract
This paper describes the findings of a small research study, conducted in a third-level online college, using learning analytics to examine the implementation of formative quizzes in a blended-learning post-primary teaching programme. Using historic data captured in a virtual learning environment (VLE) for a single cohort (n=126), patterns of use of formative Knowledge Check quizzes were analysed with particular regard to completion and retakes. Three hypotheses were tested using appropriate data correlation methods. Completion levels for quizzes were correlated with completion levels for other online tasks to see whether an increase in task workload resulted in a decrease in quiz engagement. A second test compared levels of quiz re-attempts with completion levels for other online tasks, to see whether different patterns of quiz attempts were linked to different levels of online engagement. Finally, the data was analysed to ascertain the relationship, if any, between student gender and different patterns of quiz attempts, to see if gender might be a factor in quiz engagement. The findings of this study suggested that the decrease in engagement with quizzes was not significantly related to task workload increase, and that there is a relationship between quiz re-attempts and higher module engagement. The findings are presented and discussed in the context of student engagement with online formative strategies in humanities-based subjects. Options are considered for enhancing engagement and formative value in this teaching and learning context; the potential of learning analytics in informing evidence-based improvements in digital learning design is also assessed.
Highlights
The Professional Master of Education (PME) Post-Primary programme offered by the thirdlevel online college in which this study was conducted is a two-year blended education programme
A correlation was conducted to ascertain the relationship, if any, between student gender and different patterns of quiz attempts, to see if gender might be a factor in quiz engagement
Research does seem to suggest that many institutions find online engagement, even if this is measured by just logging on to the virtual learning environment (VLE), a key predictor of student success, in the early weeks of the first year (Sclater and Mullan, 2017)
Summary
The Professional Master of Education (PME) Post-Primary programme offered by the thirdlevel online college in which this study was conducted is a two-year blended education programme. As a starting point to find out more about this decrease in online engagement, this study will examine patterns of student engagement with formative quizzes at two different stages across the programme. These formative knowledge check quizzes enable students to monitor their own understanding of the course content and revisit and retake the quiz as needed. Unlike classical knowledge checks, which usually occur within the narrative or expository content (Lewis, 2010), these quizzes take place at the end of the session and are similar in format to a multiple-choice formative test (Simkin and Kuechler, 2005). The questions provide instant correct/incorrect feedback, specific to the options chosen, as well as general feedback that is given once the quiz is submitted
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