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Revealing impact factors on student engagement: Learning analytics adoption in online and blended courses in higher education

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Fan, S ORCID: 0000-0003-1572-3677, Chen, L, Garg, S ORCID: 0000-0003-3510-2464, Yeom, S ORCID: 0000-0002-5843-101X, Kregor, G ORCID: 0000-0003-2569-6326, Yang, Y and Wang, Y ORCID: 0000-0001-5513-0177 2021 , 'Revealing impact factors on student engagement: Learning analytics adoption in online and blended courses in higher education' , Education Sciences, vol. 11, no. 10 , pp. 1-17 , doi: 10.3390/educsci11100608.

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Abstract

This study aimed to identify factors influencing student engagement in online and blended courses at one Australian regional university. It applied a data science approach to learning and teaching data gathered from the learning management system used at this university. Data were collected and analysed from 23 subjects, spanning over 5500 student enrolments and 406 lecturer and tutor roles, over a five-year period. Based on a theoretical framework adapted from Community of Inquiry (CoI) framework by Garrison et al. (2000), the data were segregated into three groups for analysis: Student Engagement, Course Content and Teacher Input. The data analysis revealed a positive correlation between Student Engagement and Teacher Input, and interestingly, a negative correlation between Student Engagement and Course Content when a certain threshold was exceeded. The findings of the study offer useful suggestions for future course design, and pedagogical approaches teachers can adopt to foster student engagement.

Item Type: Article
Authors/Creators:Fan, S and Chen, L and Garg, S and Yeom, S and Kregor, G and Yang, Y and Wang, Y
Keywords: learning analytics, higher education, student engagement, student retention, learning management system (LMS)
Journal or Publication Title: Education Sciences
Publisher: MDPI AG
ISSN: 2227-7102
DOI / ID Number: 10.3390/educsci11100608
Copyright Information:

Copyright 2021 The Authors. Licensed under Creative Commons Attribution 4.0 International (CC BY 4.0) https://creativecommons.org/licenses/by/4.0/

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