LMS Course Design As Learning Analytics Variable

Abstract

In this paper, I describe a plausible approach to operationalizing existing definitions of learning management system (LMS) course design from the research literature, to better understand instructor impact on student engagement and academic performance. I share statistical findings using such an approach in academic year 201314; discuss related issues and opportunities around faculty development; and describe next steps including identifying and reverse engineering effective course redesign practices, which may be one of the most scalable forms of analytics-based interventions an institution can pursue.

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Cite this paper

@inproceedings{Fritz2016LMSCD, title={LMS Course Design As Learning Analytics Variable}, author={John Fritz}, booktitle={PCLA@LAK}, year={2016} }