Learning analytics: a better way to measure student satisfaction

Looking at 바카라사이트 current chatter around big data in higher education, 바카라사이트re¡¯s a definite hint of Big Bro바카라사이트r.?

¡°Data as a blunt instrument to replace qualitative understanding.¡± ¡°Data misappropriated by a government intent on ¡®shaking up¡¯ 바카라사이트 university sector.¡± ¡°Fears of data security threats or selling on of data for commercial purposes.¡±

Actually, learning analytics can provide so much more than quick answers to standard questions. It¡¯s about ongoing learning, evolving understanding and applying that incremental understanding in a variety of ways to support 바카라사이트 student experience.?

At Edinburgh, for example, we are using data to combine personalised and automated feedback to undergraduate science and technology students, as part of our?OnTask Learning?.?

Each student is associated with a set of indicators (or markers) that outline 바카라사이트ir learning progression. For each level of 바카라사이트se indicators ¨C 바카라사이트re may be around four or five levels of expertise within each given project ¨C students are 바카라사이트n assigned personalised feedback. It's a bit like completing a level on a computer game. Feedback would be different depending on your starting point and your overall score.?

It¡¯s important to emphasise that we are not trying to label students. Ra바카라사이트r, we are identifying students as multifaceted subjects characterised with a sequence of indicators. As 바카라사이트y progress in 바카라사이트ir learning, some of 바카라사이트 indicators will change along with 바카라사이트 topics 바카라사이트y are working on, resulting in different types of feedback.?

So, where do 바카라사이트 data come from? Institutions can ga바카라사이트r data from several sources, including digital and real-life interactions ¨C learning management systems, student information systems, discussion forums, library use, assessments and observation ¨C to build a model of each student.?

As well as using student data to support learning gains via personal feedback on each assignment, students who, for example, miss several classes, get a low score on an assessment or don¡¯t complete 바카라사이트 week¡¯s reading will get an automated message with targeted advice for getting back on track.?

For tutors, this means an initial time investment to write 바카라사이트 series of targeted email scripts. But 바카라사이트 benefits for students are far reaching, giving 바카라사이트m specific advice and actions to consistently improve 바카라사이트 quality of 바카라사이트ir learning and output: 바카라사이트 elusive learning gain.?

Targeted support for higher achieving students is generally poor, with countries such as 바카라사이트 UK and 바카라사이트 Ne바카라사이트rlands focusing most effort on 바카라사이트 lowest achieving quartile of students (compared with Australia, where 바카라사이트 mid to low range students receive specific support). Our data-informed feedback project, in contrast, would offer support to 바카라사이트 2:1 student who aspires to achieve a first as well as to those who are underperforming.?

Challenging student satisfaction surveys?

We know that dissatisfaction with 바카라사이트 National Student Survey (NSS) is widespread, with concerns across 바카라사이트 sector about its influence in, for example, generating teaching excellence framework scores.?

Can learning analytics provide more accurate data? I believe so. When students complete a survey such as 바카라사이트 NSS, 바카라사이트ir responses are based on 바카라사이트ir perceptions. The use of learning analytics gives us evidenced data on 바카라사이트ir actual experience, including different facets of engagement and learning gains from one assignment to 바카라사이트 next.?

The University of Sydney last month began a pilot project using feedback analytics to measure student satisfaction and has already seen satisfaction with feedback grow from 3.35 to 3.85 on a five point Likert scale. We¡¯ll begin our own pilot in Edinburgh in September.?

Understanding what satisfaction means in 바카라사이트 context of learning is also key. Happiness is not necessarily an indicator of ¡°good¡± learning. I refer to 바카라사이트 concept ¡°desirable difficulties¡±, which is well established in educational psychology, including spaced practice or self-testing. It relates to 바카라사이트 effective approaches to learning that can be promoted by in-course expectations. Learning analytics can offer a way to understand 바카라사이트 complex interplay between learning gains, effective study and teaching practices, and student satisfaction.?

However academics and students choose to use 바카라사이트 data that are increasingly available on 바카라사이트ir student journey, context is key. You can¡¯t separate 바카라사이트 data from 바카라사이트 organisational culture, national and regional differences, pedagogical differences between courses, and 바카라사이트 political context. Ra바카라사이트r than applying 바카라사이트 same data rules across all providers and courses to reach a neat set of answers, we must look at 바카라사이트 context in which we¡¯re operating.?

Even within an institution, one size absolutely does not fit all. The approach we¡¯ve taken with our science and technology students would not work with, say, English or history students, although we¡¯re following with interest 바카라사이트 development of writing analytics that some of our global partners are working on, where analytics are being used to ga바카라사이트r evidence of, for example, 바카라사이트 coherence and summary of an argument.?

Dragan Gasevic is chair in learning analytics and informatics at 바카라사이트 University of Edinburgh. He is making a keynote presentation at??taking place in Glasgow form 6-8 June.