Exploring Student Activity with Learning Analytics in the Digital Environments of the Nebrija University
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Exploring Student Activity with Learning Analytics in the Digital Environments of the Nebrija University Patricia Ibañez1 · Cristina Villalonga1 · Leire Nuere1
© Springer Nature B.V. 2019
Abstract The main objective of educational institutions is to achieve the integral development of their students in their learning and knowledge construction process. One way to achieve these objectives is the accompaniment and continuous monitoring of students in this process, adapting the methods to their training needs. In online and mixed teaching modalities (eLearning methodology), this monitoring is carried out through the digital platforms in which it is carried out in the academic activity, such as the learning management system platforms. These virtual teaching and learning environments (EVA) allow access to learners’ fingerprints, generating a large volume of data, that analysis allows a deep way of their behavior in those policies. This article collects the results of the exploration of student activity in the virtual campus (Blackboard Learn), which is in the first phase of Learning Analytics project carried out by the Nebrija University and discusses its implications for educational institutions. The data extracted correspond to the 2016–2017 course and have been analyzed around four blocks of information: user behavior, user activity, activity in the content areas and activity in the forums. Keywords Learning Analytics · Online education · E-learning · LMS
1 Introduction The digital educational ecosystem has expanded significantly with the introduction of Information and Communication Technologies (ICT) in virtual learning environments and with the emergence of new educational modalities, such as e-learning and b-learning. New fields of study also emerge from the point of view of research and educational innovation. With the LMS (Learning Management Systems) and the MOOC (Massive Open Online Courses) * Patricia Ibañez [email protected] Cristina Villalonga [email protected] Leire Nuere [email protected] 1
Global Campus Nebrija, Universidad Nebrija, Calle hostal s/n, Hoyo de Manzanares, 28240 Madrid, Spain
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platforms, in which these digital models of teaching and learning are developed, the educational paradigm must also include data analysis. These analyses go beyond the institutional evaluation and are also part of the classroom evaluation process (Reyes 2015). That is, they allow access to a large amount of data regarding the use made by students and teachers of the LMS tools and the interactions that occur in educational environments among participants, among others, in order to assess the progress of the student and thus establish possible improvements by the teachers in their subjects. Although universities have always had internal information collection systems, the truth is that online and blended modalities have intensified its use due to the increase in number of degrees and student enrollment. Given this growth, institutions are forced to search and cr
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