• Corpus ID: 17023395

LMS Course Design As Learning Analytics Variable

  title={LMS Course Design As Learning Analytics Variable},
  author={John Fritz},
  • John Fritz
  • Published in PCLA@LAK 2016
  • Computer Science
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… 

Figures, Tables, and Topics from this paper

Learning analytics for curriculum and program quality improvement (PCLA 2016)
Investigating how LAK can drive improvements in teaching practices, instructional and curricular design, and academic program delivery finds research and examples that help build the case for instructional, curricular, or programmatic change.
The Positive Impact of Deliberate Writing Course Design on Student Learning Experience and Performance
Learning management systems (LMSs) are ubiquitous components of the academic technology experience for learners across a wide variety of instructional contexts. Learners’ interactions within an LMS
Evidence-Based Learning Design Through Learning Analytics
This study aims to investigate the degree of agreement between instructors’ opinion on their course design archetype and the archetype provided by Blackboard Analytics, and to identify any similarities in tool use between the local institution data and the data used in the study where course design archetypes were first identified and introduced.
Scaling the Student Journey from Course-Level Information to Program Level Progression and Graduation: A Model
This work presents a matrix model of student progression through a program as a tool to gain valuable insight into program continuity and design and extends the model to more complex scenarios such as multiple program pathways and simultaneous courses.
Learning Design and Learning Analytics: Snapshot 2020
It is argued that effective alignment of learning analytics and learning design would benefit both fields, and would offer educators and investigators the evidence they need that their efforts and innovations in learning design are “worth it” in terms of improving teaching practice and learning.
Combining Checkpoint and Process Learning Analytics to Support Learning Design Decisions in Blended Learning Environments
It is argued that the potential of LA to support LD is improved when multiple levels of LA are considered, and the teachers in this study found the LA visualizations to be valuable for understanding student online learning processes, but they also requested the timely sharing of aggregatedLA visualizations.
Teaching and Learning Analytics to Support Teacher Inquiry: A Systematic Literature Review
This chapter contributes the first systematic literature review in the emerging research field of Teaching and Learning Analytics, which aims to provide a framework in which the insights generated by Learning Analytics methods and tools can become meaningfully translated for driving teachers’ inquiry to improve their teaching practice.
Clustering Analysis for Automatic Certification of LMS Strategies in a University Virtual Campus
A method to automatically classify and certify teacher competence in LMS from the LMS data is proposed to support teachers and institutions in the classification and design of courses by showing the different LMS usage patterns of teachers and students.
Scaling Up and Zooming In: Big Data and Personalization in Language Learning.
The vast amount of information collected today from the use of online tools and services provides a huge storehouse of information that can be mined to provide both general usage trends and individualized reports, which offers valuable teaching and learning insights.
Creative Content Management: Importance, Novelty, and Affect as Design Heuristics for Learning Management Systems
The study finds that this original LMS design did contain features that exhibited novelty, importance, and affect, and that such features can be used to identify creativity in product design as well as to assess the design of complex software systems such as CMSs and LMSs.


Course correction: using analytics to predict course success
A predictive analytic model is created for the University of Phoenix to identify students who are in danger of failing the course in which they are currently enrolled and to prioritize students for intervention and referral to additional resources.
Numbers Are Not Enough. Why e-Learning Analytics Failed to Inform an Institutional Strategic Plan
It is argued that to have meaningful impact, learning analytics proponents must also delve into the socio-technical sphere to ensure that learning analytics data are presented to those involved in strategic institutional planning in ways that have the power to motivate organizational adoption and cultural change.
Logging On to Improve Achievement: Evaluating the Relationship between Use of the Learning Management System, Student Characteristics, and Academic Achievement in a Hybrid Large Enrollment Undergraduate Course
Student persistence in higher education is a critical national issue with implications for economic development and personal fulfillment. Mirroring national trends, approximately 50% of students
Mining LMS data to develop an "early warning system" for educators: A proof of concept
This study affirms that pedagogically meaningful information can be extracted from LMS-generated student tracking data, and discusses how these findings are informing the development of a customizable dashboard-like reporting tool for educators that will extract and visualize real-time data on student engagement and likelihood of success.
Teaching smarter: how mining ICT data can inform and improve learning and teaching practice
This paper demonstrates how the analysis of data captured from various IT systems could be used to inform decision making process for university management and administration by providing details of a large research project designed to identify the range of applications for LMS derived data for informing strategic decision makers and teaching staff.
Reconciling university teacher beliefs to create learning designs for LMS environments
This research contributes to the conceptual understandings that underpin faculty teacher development for technology integration and provides insightful accounts of the kinds of teacher beliefs that underlie effective learning designs for quite large classes.
Professors' Perspectives on Their Teaching: A New Construct and Developmental Model
Building carefully on the college teaching and adult development literatures, this paper presents a model that describes the perspective of professors at various developmental positions with regard
How Learning Works : Seven Research-Based Principles for Smart Teaching
Bridging Learning Research and Teaching Practice applies the Seven Principles to Ourselves to help students become self-Directed Learners.
LMS Is The Minivan of Education (and other thoughts from #LILI15) -. Retrieved from http://mfeldstein.com/lms-is-the-minivan-of-education-and- other-thoughts-from-lili15
  • LMS Is The Minivan of Education (and other thoughts from #LILI15) -. Retrieved from http://mfeldstein.com/lms-is-the-minivan-of-education-and- other-thoughts-from-lili15
  • 2015
Dammit, the LMS -. Retrieved from http://mfeldstein.com/dammit-lms
  • Dammit, the LMS -. Retrieved from http://mfeldstein.com/dammit-lms
  • 2014