Using Learning Analytics to Promote Student Engagement and Achievement in Blended Learning: An Empirical Study

Published on Jul 5, 2018
· DOI :10.1145/3241748.3241760
Lilin Gong1
Estimated H-index: 1
(Northeast Normal University),
Yazhao Liu1
Estimated H-index: 1
(Northeast Normal University),
Wei Zhao1
Estimated H-index: 1
(Northeast Normal University)
The emergence of blended learning has huge impact on traditional learning. Blended learning has its own unique characteristics combining the advantages of traditional learning and online learning. However, some problems of blended learning have also been found in practice such as low student engagement and lack of autonomy in learning. This study aims to examine the student engagement and achievement in blended learning environment and try to improve student engagement and achievement by using interventions based on learning analytics. This study takes 31 undergraduates of Northeast Normal University as the research object. Quantitative self-report (student engagement questionnaire) and quantitative observation measures (number of viewing records and posts to a discussion board) were being used to measure student engagement. Classroom test score was being used to measure student achievement. The results of this study show that: a) intervention based on learning analytics can improve student engagement in blended learning mode. b) in the blended learning mode, whether the intervention was used or not, it has not been found yet that students' achievement was related to students' engagement. In sum, this study indicates that educators can use some strategic methods to promote student engagement and achievement when doing teaching practices in blended learning environment, such as intervention based on learning analytics.
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