A4 Vertaisarvioitu artikkeli konferenssijulkaisussa
Experiences from Digital Learning Analytics in Finland and Sweden: A Collaborative Approach
Tekijät: Mikko Apiola, Thashmee Karunaratne, Erkki Kaila, Mikko-Jussi Laakso
Toimittaja: Marko Koricic, Zeljko Butkovic, Karolj Skala, Zeljka Car, Marina Cicin-Sain, Snjezana Babic, Vlado Sruk, Dejan Skvorc, Slobodan Ribaric, Stjepan Gros, Boris Vrdoljak, Mladen Mauher, Edvard Tijan, Predrag Pale, Darko Huljenic, Tihana Galinac Grbac, Matej Janjic
Konferenssin vakiintunut nimi: International Convention on Information and Communication Technology, Electronics and Microelectronics
Julkaisuvuosi: 2019
Journal: International Convention on Information and Communication Technology, Electronics and Microelectronics
Kokoomateoksen nimi: 2019 42nd International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO)
Aloitussivu: 627
Lopetussivu: 632
ISBN: 978-1-5386-9296-7
eISBN: 978-953-233-098-4
DOI: https://doi.org/10.23919/MIPRO.2019.8757204
Verkko-osoite: https://ieeexplore.ieee.org/abstract/document/8757204
Digital learning management systems (LMS) are revolutionizing learning in many areas, including computer science education (CSE). They are capable of tracking learners' characteristics, such as prior knowledge, and other learning habits, and may offer more personalized learning or guidance on useful learning practices. LMSs collect large amounts of data. Proper processing of such collected data can offer valuable insights about the learning process, support for higher quality education, insights on why some students drop out of courses, and so on. In this paper, we briefly review and discuss the global trends in digital learning and learning lnalytics (LA), specifically from the viewpoint of two LMS systems and related LA research, one in Finland and one in Sweden. In this paper, we address the context-, and course-specific nature of LA by developing the idea of cross-country and cross-systems learning analytics. Second, we consider our research especially from an educational perspective to identify the most beneficial practices for teachers and students. Third, we discuss, based on findings from our projects, future avenues for research.
