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How Learning Analytics Becomes a Bridge for Non-expert Data Miners: Impact on Higher Education Online Teaching

  • Katherine HerbertEmail author
  • Ian Holder
Conference paper
Part of the Communications in Computer and Information Science book series (CCIS, volume 996)

Abstract

This paper builds on the current studies on data mining’s potential benefits to online learning environments. Many Teaching Academics who are non-experts in data mining techniques however are not able to take advantage of these potential benefits. The objective of this paper is to illustrate how learning analytics is bridging the gap between data mined from Learning Management Systems and teaching practice development in higher education, specifically for Teaching Academics who recently transitioned into online teaching. The authors suggest that bridging this gap is an essential step in the development of online teaching practices and online courses. A customised Dashboard that curates data mined from a university’s LMS is discussed, showcasing the impact on the practices of Teaching Academics. The results from the preliminary exploration suggest that learning analytics can bridge the gap between expert and non-experts of data mining techniques and can become a valuable tool for teaching practice development.

Keywords

Learning and teaching Professional learning Learning analytics Data mining visualisation 

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Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.Charles Sturt UniversityWagga WaggaAustralia

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