Premise of Learning Analytics for Educational Context: Through Concept to Practice

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The idea of using recorded data for evaluating the effectiveness of teaching-learning process and using the outcomes for improvement and enhancing quality lead to the emergence of the field known as “learning analytics”. Based on the analysis of this data, possible predictions could be reached to make suggestions and give decisions in order to implement interventions for the improvement of the quality of the process. Hence, the concept of “learning analytics” is a promising and important field of study, with its processes and potential to advance e-learning. In this study, learning analytics are defined in two ways - business and e-learning environments. As an e-learning environment, Moodle LMS was chosen and analyzed through SAS Level of Analytics. According to the analysis, some practical ideas developed. However learning analytics seem to be mostly based on quantitative data, whereas qualitative insights can also be gained through various approaches which can be used to strengthen the numerical data by providing detailed facts about a phenomenon. Thus, in addition to focusing on the learner, for research studies at the course, program, and institutional level; the research should include instructors and administrators in order to reveal the best practices of instructional design and fulfil the premise of effective teaching. 


learning analytics, moodle, learning analytic tools

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Tam Metin


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