Utilizing Learning Analytics to Support Study Success
Students often enter higher education academically unprepared and with unrealistic perceptions and expectations of university life, which are critical factors that influence students’ decisions to leave their institutions prior to degree completion. Advan
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izing Learning Analytics to Support Study Success
Utilizing Learning Analytics to Support Study Success
Dirk Ifenthaler • Dana-Kristin Mah Jane Yin-Kim Yau Editors
Utilizing Learning Analytics to Support Study Success
Editors Dirk Ifenthaler University of Mannheim Mannheim, BW, Germany
Dana-Kristin Mah University of Mannheim Mannheim, BW, Germany
Curtin University Perth, WA, Australia Jane Yin-Kim Yau University of Mannheim Mannheim, BW, Germany
ISBN 978-3-319-64791-3 ISBN 978-3-319-64792-0 (eBook) https://doi.org/10.1007/978-3-319-64792-0 Library of Congress Control Number: 2018968406 © Springer Nature Switzerland AG 2019 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Preface
Advances in educational technology have enabled opportunities to provide insight into how learners engage within the learning environment provided. The resulting availability of vast amounts of educational data can represent how students interact with higher education resources, and further analysis may provide useful insights into learning behaviour, processes, and outcomes. From a holistic point of view, learning analytics use static and dynamic educational information from digital learning environments, administrative systems, and social platforms for real-time modelling, prediction, and optimization of learning processes, learning environments, and educational decision-making. Accordingly, learning analytics are expected to provide benefits for all stakeholders (e.g. students, teachers, designers, administrators) in the higher education arena. In particular, students may benefit from learning analytics through personalized and adaptive support of their learning journey. For example, students often en
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