A learning analytics-driven intervention to support students' learning activity and experiences
A learning analytics-driven intervention to support students' learning activity and experiences
The rise of digital ecosystems in educational contexts brings both challenges and opportunities. The increased complexity calls for more dynamic digital competences, which can be challenging for teachers, but this complexity can also bring new possibilities in terms of data. Clickstream data, collected through each click in digital ecosystems, can be analyzed and used to further our understanding of how students learn, which, in turn, can inspire changes in instructional practices. This chapter presents insights from a three-step action research case in an Icelandic university: (i) a learning analytics approach is used to analyze how the students interact in the digital ecosystem; (ii) the teaching structure was modified, in collaboration with the teachers to better match the way the students learn; and (iii) the change in the students' experience and use of the digital ecosystem was evaluated. We argue for learning analytics as an important future pathway for advancing our understanding of how students learn and how teachers can adapt their teaching accordingly.
81-102
Flores, Nidia López
1d8db29a-50ce-46fe-8e32-233f0e6b7540
Islind, Anna Sigridur
46e6353f-a1b6-4628-916c-18e817695d03
Óskarsdóttir, María
d159ed8f-9dd3-4ff3-8b00-d43579ab71be
31 October 2023
Flores, Nidia López
1d8db29a-50ce-46fe-8e32-233f0e6b7540
Islind, Anna Sigridur
46e6353f-a1b6-4628-916c-18e817695d03
Óskarsdóttir, María
d159ed8f-9dd3-4ff3-8b00-d43579ab71be
Flores, Nidia López, Islind, Anna Sigridur and Óskarsdóttir, María
(2023)
A learning analytics-driven intervention to support students' learning activity and experiences.
In,
Digitalization and Digital Competence in Educational Contexts: A Nordic Perspective from Policy to Practice.
Taylor & Francis, .
(doi:10.4324/9781003355694-10).
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Book Section
Abstract
The rise of digital ecosystems in educational contexts brings both challenges and opportunities. The increased complexity calls for more dynamic digital competences, which can be challenging for teachers, but this complexity can also bring new possibilities in terms of data. Clickstream data, collected through each click in digital ecosystems, can be analyzed and used to further our understanding of how students learn, which, in turn, can inspire changes in instructional practices. This chapter presents insights from a three-step action research case in an Icelandic university: (i) a learning analytics approach is used to analyze how the students interact in the digital ecosystem; (ii) the teaching structure was modified, in collaboration with the teachers to better match the way the students learn; and (iii) the change in the students' experience and use of the digital ecosystem was evaluated. We argue for learning analytics as an important future pathway for advancing our understanding of how students learn and how teachers can adapt their teaching accordingly.
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Published date: 31 October 2023
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© 2024 selection and editorial matter, Sara Willermark, Anders D. Olofsson and J. Ola Lindberg. All rights reserved.
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Local EPrints ID: 507838
URI: http://eprints.soton.ac.uk/id/eprint/507838
PURE UUID: 24e7c89b-bdc6-4a60-a9d1-af57ab547cf1
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Date deposited: 06 Jan 2026 18:03
Last modified: 08 Jan 2026 03:27
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Author:
Nidia López Flores
Author:
Anna Sigridur Islind
Author:
María Óskarsdóttir
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