Abstract
In recent years, Learning Analytics (LA) is finding more and more practical adoption, alongside of continued research interest. However, questions about the impact of LA applications and their underpinning in educational science are still being raised, impeding viability of some LA projects at larger scale. Within this paper we describe two examples using student-facing LA dashboards (LAD) deployed at scale at a relatively low cost. Leveraging data collected by the dashboards themselves, usage data (N = 4070 students) and in-dashboard microinteractions (N = 367 students), we try to put the impact question in perspective. We suggest that when investment is kept limited, a business case with modest but realistic expatiations of returns may be feasible.
This research is co-funded by the Erasmus+ program of the European Union (562167-EPP-1-2015-1-BE-EPPKA3-PI-FORWARD).
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Notes
- 1.
Translated examples of both dashboards are available at https://learningdashboards.eu/demo/ECTEL2018.
- 2.
‘Accessing within 24 h’ was defined as: accessing the dashboard within 24 h after the first student within the same study program accessed it.
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Broos, T., Verbert, K., Langie, G., Van Soom, C., De Laet, T. (2018). Low-Investment, Realistic-Return Business Cases for Learning Analytics Dashboards: Leveraging Usage Data and Microinteractions. In: Pammer-Schindler, V., Pérez-Sanagustín, M., Drachsler, H., Elferink, R., Scheffel, M. (eds) Lifelong Technology-Enhanced Learning. EC-TEL 2018. Lecture Notes in Computer Science(), vol 11082. Springer, Cham. https://doi.org/10.1007/978-3-319-98572-5_30
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DOI: https://doi.org/10.1007/978-3-319-98572-5_30
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