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Learning Analytics and Applications in Higher Education

Yıl 2020, Cilt: 13 Sayı: 3, 243 - 254, 31.07.2020
https://doi.org/10.17671/gazibtd.688052

Öz

Learning analytics focuses on the use of data is collected from learners and analysis to be used for their benefit. This benefit includes improving learning environments and the learning process. Also, it may employ interventions to ensure the continuity of a student who is about to drop a course they have taken at the university or provide a more efficient education process for the learners with the feedback for the lecturer who has a low performance. In this study, firstly, the definitions and usage areas of the concept of learning analytics are mentioned. Later, example studies on analytics applied in higher education institutions in Turkey and in the world are presented. In addition to this, the missing points in learning analytics applications in Turkey are highlighted. Finally, there is a raft of research on some subject areas around the world and these subject areas which are also thought to provide efficiency in higher education institutions in Turkey are listed in this study.

Kaynakça

  • İnternet: https://www.scnsoft.com/blog/4-types-of-data-analytics, 06.02.2020.
  • İnternet: https://en.wikipedia.org/wiki/Analytics, 06.02.2020.
  • İnternet: https://www.scnsoft.com/blog/4-types-of-data-analytics, 06.02.2020.
  • İnternet: https://online.hbs.edu/courses/business-analytics/#syllabus, 06.02.2020.
  • H. Takcı, N. Aydemir, "Büyük Veri Yaklaşımıyla Birden Çok Bilgi Erişim Merkezinin Kolektif Kullanımı", Bilişim Teknolojileri Dergisi, 11(2), 123-129, 2018.
  • J. Vanthienen, K. De Witte, Data analytics applications in education, CRC Press, 2017.
  • G. Siemens, “Learning analytics: The emergence of a discipline”, American Behavioral Scientist, 57(10), 1380-1400, 2013.
  • T. Elias, “Learning analytics”, Learning, 1-22, 2011.
  • A. Bozkurt, “Öğrenme analitiği: e-öğrenme, büyük veri ve bireyselleştirilmiş öğrenme”, AUAd, 2(4), 55-81, 2016.
  • R. Ferguson, “Learning analytics: drivers, developments and challenges”, International Journal of Technology Enhanced Learning, 4(5/6), 304–317, 2012.
  • B. Alexander, K. Ashford-Rowe, N. Barajas-Murph, G. Dobbin, J. Knott, M. McCormack, N. Weber, EDUCAUSE Horizon Report 2019 Higher Education Edition, EDU19, 2019.
  • B. Daniel, “Big Data and analytics in higher education: Opportunities and challenges”, British journal of educational technology, 46(5), 904-920, 2015.
  • P. H. Winne, “Learning analytics for self-regulated learning”, The Handbook of learning analytics, 241-249, 2017.
  • D. Clow, “The learning analytics cycle: closing the loop effectively”, 2nd International Conference on Learning Analytics and Knowledge – LAK, 134, 2012.
  • H. Drachsler, W. Greller, “The pulse of learning analytics understandings and expectations from the stakeholders”, 2nd International Conference on Learning Analytics and Knowledge – LAK, 120-129, 2012.
  • K. Sin, L. Muthu, “Application of big data in education data mining and learning analytics- a Literature Review”, ICTACT Journal on Soft Computing, 5(4), 2015.
  • J. T. Avella, M. Kebritchi, S. G. Nunn, T. Kanai, “Learning analytics methods, benefits, and challenges in higher education: A systematic literature review”, Online Learning, 20(2), 13-29, 2016.
  • S. Shum, Learning analytics, IITE Policy Brief, 2012.
  • A. Parnell, D. Jones, A. Wesaw, D. C. Brooks, Instituon’s Use of Data And Analytics for Student Success, Educause.
  • J. A. Reyes, “The skinny on big data in education: Learning analytics simplified”, Tech Trends, 59(2), 75-80, 2015.
  • K. D. Mattingly, M. C. Rice, Z. L. Berge, “Learning analytics as a tool for closing the assessment loop in higher education”, Knowledge Management & E-Learning: An International Journal, 4(3), 236-247, 2012.
  • E. A. Almosallam, H. C. Ouertani, “Learning analytics: Definitions, applications and related fields”, The first international conference on advanced data and information engineering (DaEng-2013), 721-730, Singapore, 2013.
  • K. Verbert, E. Duval, J. Klerkx, S. Govaerts, J. L. Santos, “Learning analytics dashboard applications”, American Behavioral Scientist, 57(10), 1500-1509, 2013.
  • M. Van Harmelen, D. Workman, “Analytics for learning and teaching”, CETIS Analytics Series, 1(3), 1-40, 2012.
  • Y. Park, I. H. Jo, “Development of the learning analytics dashboard to support students’ learning performance”, Journal of Universal Computer Science, 21(1), 110, 2015.
  • N. Sclater, A. Peasgood, J. Mullan, Learning Analytics in Higher Education, 2016.
  • X. Zhang, Y. Meng, P.O. de Pablos, Y. Sun, “Learning analytics in collaborative learning supported by Slack: From the perspective of engagement”, Computers in Human Behavior, 92, 625-633, 2019.
  • Z. Papamitsiou, A.A. Economides, “Learning analytics for smart learning environments: A meta-analysis of empirical research results from 2009 to 2015”. Learning, design, and technology: An international compendium of theory, research, practice, and policy, 1-23, 2016.
  • Y. Gülbahar, H. Ilgaz, “Premise of learning analytics for educational context: Through concept to practice”, International Journal of Informatics Technologies, 7(3), 20, 2014.
  • V. Ateş, T. Güyer, “Bir Öğrenme Yönetim Sisteminin Öğretim Elemanları Tarafından Değerlendirilmesi: Gazi Üniversitesi Örneği”, Bilişim Teknolojileri Dergisi, 9(1), 1-12, 2016.
  • M. Kokoç, A. Altun, “Effects of learner interaction with learning dashboards on academic performance in an e-learning environment”, Behaviour & Information Technology, 1-15, 2019.
  • M. Koç,”Learning analytics of student participation and achievement in online distance education: A structural equation modeling”, Educational Sciences: Theory & Practice, 17(6), 2017.

Öğrenme Analitikleri ve Yükseköğretimdeki Uygulama Alanları

Yıl 2020, Cilt: 13 Sayı: 3, 243 - 254, 31.07.2020
https://doi.org/10.17671/gazibtd.688052

Öz

Öğrenme analitikleri, öğrenme ortamlarının ve süreçlerinin iyileştirilmesi adına öğrenenlerden toplanan ve analiz edilen verilerin yine öğrenenlere fayda sağlaması için kullanılmasına odaklanır. Bu fayda üniversitede aldığı bir dersi bırakmak üzere olan bir öğrenenin müdahalelerle derse devamlılığını sağlamak olabileceği gibi, performansı düşük bir öğretim üyesinin geri bildirimlerle daha verimli bir eğitim süreci sunması da olabilir. Bu çalışmada ilk olarak öğrenme analitiği kavramına ilişkin tanımlar ve kullanım alanlarından bahsedilmiştir. Sonrasında dünya genelinde ve Türkiye’de yükseköğretim kurumlarında uygulanan analitiklere ilişkin örnek çalışmalar sunulmuştur. Ayrıca Türkiye’de öğrenme analitikleri uygulamalarında eksiklik görülen noktalar vurgulanmıştır. Dünya genelinde yoğun araştırmaların yapıldığı ve Türkiye’de de uygulanmasının yükseköğretim kurumlarında verimlilik sağlayacağının öngörüldüğü çalışma alanları listelenmiştir.

Kaynakça

  • İnternet: https://www.scnsoft.com/blog/4-types-of-data-analytics, 06.02.2020.
  • İnternet: https://en.wikipedia.org/wiki/Analytics, 06.02.2020.
  • İnternet: https://www.scnsoft.com/blog/4-types-of-data-analytics, 06.02.2020.
  • İnternet: https://online.hbs.edu/courses/business-analytics/#syllabus, 06.02.2020.
  • H. Takcı, N. Aydemir, "Büyük Veri Yaklaşımıyla Birden Çok Bilgi Erişim Merkezinin Kolektif Kullanımı", Bilişim Teknolojileri Dergisi, 11(2), 123-129, 2018.
  • J. Vanthienen, K. De Witte, Data analytics applications in education, CRC Press, 2017.
  • G. Siemens, “Learning analytics: The emergence of a discipline”, American Behavioral Scientist, 57(10), 1380-1400, 2013.
  • T. Elias, “Learning analytics”, Learning, 1-22, 2011.
  • A. Bozkurt, “Öğrenme analitiği: e-öğrenme, büyük veri ve bireyselleştirilmiş öğrenme”, AUAd, 2(4), 55-81, 2016.
  • R. Ferguson, “Learning analytics: drivers, developments and challenges”, International Journal of Technology Enhanced Learning, 4(5/6), 304–317, 2012.
  • B. Alexander, K. Ashford-Rowe, N. Barajas-Murph, G. Dobbin, J. Knott, M. McCormack, N. Weber, EDUCAUSE Horizon Report 2019 Higher Education Edition, EDU19, 2019.
  • B. Daniel, “Big Data and analytics in higher education: Opportunities and challenges”, British journal of educational technology, 46(5), 904-920, 2015.
  • P. H. Winne, “Learning analytics for self-regulated learning”, The Handbook of learning analytics, 241-249, 2017.
  • D. Clow, “The learning analytics cycle: closing the loop effectively”, 2nd International Conference on Learning Analytics and Knowledge – LAK, 134, 2012.
  • H. Drachsler, W. Greller, “The pulse of learning analytics understandings and expectations from the stakeholders”, 2nd International Conference on Learning Analytics and Knowledge – LAK, 120-129, 2012.
  • K. Sin, L. Muthu, “Application of big data in education data mining and learning analytics- a Literature Review”, ICTACT Journal on Soft Computing, 5(4), 2015.
  • J. T. Avella, M. Kebritchi, S. G. Nunn, T. Kanai, “Learning analytics methods, benefits, and challenges in higher education: A systematic literature review”, Online Learning, 20(2), 13-29, 2016.
  • S. Shum, Learning analytics, IITE Policy Brief, 2012.
  • A. Parnell, D. Jones, A. Wesaw, D. C. Brooks, Instituon’s Use of Data And Analytics for Student Success, Educause.
  • J. A. Reyes, “The skinny on big data in education: Learning analytics simplified”, Tech Trends, 59(2), 75-80, 2015.
  • K. D. Mattingly, M. C. Rice, Z. L. Berge, “Learning analytics as a tool for closing the assessment loop in higher education”, Knowledge Management & E-Learning: An International Journal, 4(3), 236-247, 2012.
  • E. A. Almosallam, H. C. Ouertani, “Learning analytics: Definitions, applications and related fields”, The first international conference on advanced data and information engineering (DaEng-2013), 721-730, Singapore, 2013.
  • K. Verbert, E. Duval, J. Klerkx, S. Govaerts, J. L. Santos, “Learning analytics dashboard applications”, American Behavioral Scientist, 57(10), 1500-1509, 2013.
  • M. Van Harmelen, D. Workman, “Analytics for learning and teaching”, CETIS Analytics Series, 1(3), 1-40, 2012.
  • Y. Park, I. H. Jo, “Development of the learning analytics dashboard to support students’ learning performance”, Journal of Universal Computer Science, 21(1), 110, 2015.
  • N. Sclater, A. Peasgood, J. Mullan, Learning Analytics in Higher Education, 2016.
  • X. Zhang, Y. Meng, P.O. de Pablos, Y. Sun, “Learning analytics in collaborative learning supported by Slack: From the perspective of engagement”, Computers in Human Behavior, 92, 625-633, 2019.
  • Z. Papamitsiou, A.A. Economides, “Learning analytics for smart learning environments: A meta-analysis of empirical research results from 2009 to 2015”. Learning, design, and technology: An international compendium of theory, research, practice, and policy, 1-23, 2016.
  • Y. Gülbahar, H. Ilgaz, “Premise of learning analytics for educational context: Through concept to practice”, International Journal of Informatics Technologies, 7(3), 20, 2014.
  • V. Ateş, T. Güyer, “Bir Öğrenme Yönetim Sisteminin Öğretim Elemanları Tarafından Değerlendirilmesi: Gazi Üniversitesi Örneği”, Bilişim Teknolojileri Dergisi, 9(1), 1-12, 2016.
  • M. Kokoç, A. Altun, “Effects of learner interaction with learning dashboards on academic performance in an e-learning environment”, Behaviour & Information Technology, 1-15, 2019.
  • M. Koç,”Learning analytics of student participation and achievement in online distance education: A structural equation modeling”, Educational Sciences: Theory & Practice, 17(6), 2017.
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Bilgisayar Yazılımı
Bölüm Makaleler
Yazarlar

Emine Tutsun 0000-0003-0291-8635

Yayımlanma Tarihi 31 Temmuz 2020
Gönderilme Tarihi 26 Şubat 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 13 Sayı: 3

Kaynak Göster

APA Tutsun, E. (2020). Öğrenme Analitikleri ve Yükseköğretimdeki Uygulama Alanları. Bilişim Teknolojileri Dergisi, 13(3), 243-254. https://doi.org/10.17671/gazibtd.688052