Learning Analytics and Interactions in Virtual Learning Environments. A Comparative Study of Typologies and their Relationship with Academic Performance

Agudo Peregrina, Ángel and Hernández García, Ángel and Iglesias Pradas, Santiago (2012). Learning Analytics and Interactions in Virtual Learning Environments. A Comparative Study of Typologies and their Relationship with Academic Performance. In: "XIV simposio internacional de informatica educativa", 29/10/2012 - 31/10/2012, Andorra La Vella (Andorra). pp. 203-208.

Description

Title: Learning Analytics and Interactions in Virtual Learning Environments. A Comparative Study of Typologies and their Relationship with Academic Performance
Author/s:
  • Agudo Peregrina, Ángel
  • Hernández García, Ángel
  • Iglesias Pradas, Santiago
Item Type: Presentation at Congress or Conference (Article)
Event Title: XIV simposio internacional de informatica educativa
Event Dates: 29/10/2012 - 31/10/2012
Event Location: Andorra La Vella (Andorra)
Title of Book: XIV simposio internacional de informatica educativa
Date: October 2012
Subjects:
Freetext Keywords: interactions, learning analytics, academic performance, typologies
Faculty: E.T.S.I. Telecomunicación (UPM)
Department: Ingeniería de Organización, Administración de Empresas y Estadística
Creative Commons Licenses: Recognition - No derivative works - Non commercial

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Abstract

Analysis of learning data (learning analytics) is a new research field with high growth potential. The main objective of Learning analytics is the analysis of data (interactions being the basic data unit) generated in virtual learning environments, in order to maximize the outcomes of the learning process; however, a consensus has not been reached yet on which interactions must be measured and what is their influence on learning outcomes. This research is grounded on the study of e-learning interaction typologies and their relationship with students? academic performance, by means of a comparative study between different interaction typologies (based on the agents involved, frequency of use and participation mode). The main conclusions are a) that classifications based on agents offer a better explanation of academic performance; and b) that each of the three typologies are able to explain academic performance in terms of some of their components (student-teacher and student-student interactions, evaluating students interactions and active interactions, respectively), with the other components being nonrelevant.

More information

Item ID: 19925
DC Identifier: http://oa.upm.es/19925/
OAI Identifier: oai:oa.upm.es:19925
Deposited by: Memoria Investigacion
Deposited on: 22 Sep 2013 09:53
Last Modified: 21 Apr 2016 21:50
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