Abstract
Learning analytics is an emerging approach that is equally popular among researchers and educators-practitioners. Although the methods and tools for LA have been developing fast, there still exist several unsolved problems: LA is too much data driven, weakly connected to theory and is able to analyse only the activities documented in an online setting - in LMS. We propose a solution for the LA unit of analysis drawing upon the research of existing practices and tools used for offline contexts: the data is coming from the physical learning interactions based on the observations in the classroom setting and captured with classroom observation application. We argue that if the unit of analysis has a particular logic and structure, it can unleash the possibilities for “offline” analytics that can be later integrated with online LA.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Stahl, G.: Theories of cognition in collaborative learning. In: Hmelo-Silver, C., O’Donnell, A., Chan, C., Chinn, C. (eds.) International Handbook of Collaborative Learning. Taylor & Francis, New York (2012)
Learning Analytics & Knowledge, Banff, Alberta, February 27–March 1 2011. https://tekri.athabascau.ca/analytics/
Ferguson, R.: The state of learning analytics in 2012: a review and future challenges. Technical report KMI-12-01, Knowledge Media Institute, The Open University, UK (2012)
Greller, W., Drachsler, H.: Translating learning into numbers: a generic framework for learning analytics. Educ. Technol Soc. 15(3), 42–57 (2012)
Buckingam, S.S.: Learning Analytics. UNESCO Policy Brief, Enhancing Teaching and Learning Through Educational Data Mining and Learning Analytics: An Issue Brief U.S. Department of Education Office of Educational Technology (2012)
Barab, S.A., Evans, M.A., Baek, E.O.: Activity theory as a lens for characterizing the participatory unit. In: Jonassen, D.H. (ed.) Handbook of research on educational communications and technology, pp. 199–214. Lawrence Erlbaum Associates, Mahwah (2004)
Eradze, M., Pata, K., Laanpere, M.: Analyzing learning flows in digital learning ecosystems. In: Huang, Y.-M., Li, F., Jin, Q. (Toim.) Knowledge Management and E-learning. LNCS, pp. 1–10. Springer, Heidelberg (in press)
Long, P., Siemens, G.: http://www.educause.edu/ero/article/penetrating-fog-analytics-learning-and-education (2011). Accessed 20 June 2014
Suthers, D. D., Rosen, D.: A unified framework for multi-level analysis of distributed learning. In: Proceedings of the First International Conference on Learning Analytics and Knowledge, pp. 64–74. ACM, Banff, New York (2010)
Experience API Specification. http://tincanapi.wikispaces.com/file/view/Experience+API+Release+v0.95.pdf. Accessed 20 June 2014
Hildebrandt, M.: Privacy and identity. In: Claes, E., Duff, A., Gutwirth, S. (eds.) Privacy and the Criminal Law, pp. 61–104. Intersentia, Antwerp/Oxford (2006)
Slade, S., Prinsloo, P.: Learning analytics: ethical issues and dilemmas. Am. Behav. Sci. 57(10), 1509–1528 (2013)
Kruse, A., Pongsajapan, R.: Student-Centered Learning Analytics. https://cndls.georgetown.edu/m/documents/thoughtpaper-krusepongsajapan.pdf (2012). Accessed 20 June 2014
Baek, E., Monagham, J.: Journey to textbook affordability: an investigation of students’ use of eTextbooks at multiple campuses. Int. Rev. Res Open Distance Learn. [S.l.] 14(3), 1–26 (2013). ISSN 1492-3831. http://www.irrodl.org/index.php/irrodl/article/view/1237. Accessed 6 June 2014
Weisberg, S.: Student attitudes and behaviors towards digital textbooks. Publishing Res. Q. 27, 188–196 (2011). Springer
Dennis, A.: e-Textbooks at Indiana University: A Summary of Two Years of Research. http://etexts.iu.edu/files/eText%20Pilot%20Data%202010-2011.pdf. Accessed 6 June 2014
Cutshall, R.C., Mollick J.S., M. Bland E.M.: Use of an e-Textbook and web-based homework for an undergraduate business course: students’ perceptions. J. Acad. Bus. Educ. 10 (2009)
Falc, E.O.: Assessment of college students’ attitudes towards using an online e-textbook. Interdisc. J. E-learn. Learn. Objects 9, 1–12 (2013)
Nicholas, D.: E-textbook use, information seeking behaviour and its impact: case study business and management. J. Inf. Sci. 36(2), 263–280 (2010)
Khurana S., Relan, M. Singh, V.K.A.: Text analytics-based approach to compute coverage, readability and comprehensibility of eBooks. In: 2013 Sixth International Conference on Contemporary Computing (IC3) (2013)
Fouh, E., Karavirta, V., Breakiron, D.A., Sally Hamouda, S., Hall, S., Naps, T.L., Shaffer, C.A.: Design and architecture of an interactive eTextbook – the OpenDSA system. Sci. Comput. Program. 88, 22–40 (2014)
Choi, J.-I., Heo, H., Lim, K.Y., Jo, I.-H.: The development of an interactive digital textbook in middle school English. In: Kim, T.-h, Adeli, H., Slezak, D., Sandnes, F.E., Song, X., Chung, K.-i, Arnett, K.P. (eds.) FGIT 2011. LNCS, vol. 7105, pp. 397–405. Springer, Heidelberg (2011)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer International Publishing Switzerland
About this paper
Cite this paper
Eradze, M., Väljataga, T., Laanpere, M. (2014). Observing the Use of e-Textbooks in the Classroom: Towards “Offline” Learning Analytics. In: Cao, Y., Väljataga, T., Tang, J., Leung, H., Laanpere, M. (eds) New Horizons in Web Based Learning. ICWL 2014. Lecture Notes in Computer Science(), vol 8699. Springer, Cham. https://doi.org/10.1007/978-3-319-13296-9_28
Download citation
DOI: https://doi.org/10.1007/978-3-319-13296-9_28
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-13295-2
Online ISBN: 978-3-319-13296-9
eBook Packages: Computer ScienceComputer Science (R0)