Tuesday, October 14, 2014

The Benefits of Learning Analytics

Learning analytics can be described as the practice of selecting, capturing, and analyzing data related to learners and their specified contexts (Elias, 2011). In the case of online learning, there are vast sets of educational data related to learning patterns, interactions, and achievements. In order to manage and understand this data, researchers have turned to a learning analytics methodology. Using learning analytics allows an individual to recognize apparent learning patterns and use them as an educational advantage. For example, a distance education instructor may use videos as part of their curriculum. When checking the analytics of a specific video, the instructor may notice a higher volume of views than other videos provided. Based on the level of analytic software being used, the instructor can determine if the increased viewing of the video is due to different individuals, or if the same individuals are viewing the video multiple times. If different individuals are watching the video, it could demonstrate a shared interest in the subject material contained in the video. If the same individuals are repeatedly watching the video, it may mean that the material is confusing and necessitates multiple views prior to understanding. Regardless of which path is correct, the instructor can use this information to enhance their curriculum and make the online learning experience more beneficial for the learners (Zaiane, 2001).

In our current online learning environment, we are exploring similar ways to enact learning analytics and improve our interpersonal interactions. As many discussions in this class have demonstrated, the students sharing discussions, blogs, and videos are also some form of teacher. Therefore, we must be conscientious of how our shared material effects our learners. One way to do this is to use blogging analytics.

For this class I chose to use Google Blogger. Blogger has built in analytics that can help me understand my learners. These analytics can be found on the main page, as well as under the stats icon. The stats demonstrate pageviews for the day, previous day, and month. 
 
Pageviews today
 
   3
Pageviews yesterday  
0
Pageviews last month
  112
Pageviews all time history 
112
 
Also included are the locations for my learners. This is a very interesting feature because it allows me to see how far my digital interactions are occurring. In the case of this class, my interactions are predominantly in North America. This is most likely due to the fact that all of our classmates are located in the United States.
Graph of most popular countries among blog viewers
Another interesting feature of the analytics is which of my blogs are getting the most traction. As a "teacher" this is incredibly important information. I can determine which blogs are of interest to my learners and focus my efforts on those subjects. This way, I am enhancing my learner interactions and providing material that is of interest to them. As many digital learning proponents argue, online learning is about learner interest and ability. Therefore, it is crucial to play to those features.

The final analytic feature that I found fascinating was the mention of page referrals. Page referrals show how individuals are connecting with my blog and how they are sharing it with others. As a first time blogger, I was always curious how my information would reach those in the vast digital world. Seeing this link between pages demonstrates the broad connections that can be made and the numerous interpersonal interactions that may be had through a simple blog post.


References
Elias, T. (2011). Learning analytics: Definitions, processes, and potential. Retrieved from http://learninganalytics.net/LearningAnalyticsDefinitionsProcessesPotential.pdf



Zaiane, O. R. (2001, June). Web usage mining for a better web-based learning environment. Paper presented at The 4th IASTED International Conference on Advanced Technology for Education (CATE'01), Banff, Canada. Retrieved from http://oro.open.ac.uk/36374/1/IJTEL40501_Ferguson Jan 2013.pdf


 

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