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ERIC Number: EJ1000665
Record Type: Journal
Publication Date: 2012
Pages: 10
Abstractor: ERIC
Reference Count: 13
ISBN: N/A
ISSN: ISSN-0893-0384
University of Missouri-St. Louis: Data-Driven Online Course Design and Effective Practices
Grant, Mary Rose
Continuing Higher Education Review, v76 p183-192 Fall 2012
Analytics has a significant place in the future of higher education by guiding reform and system change. As this case study has shown, analytics can do more than evaluate what students have done and predict what they will do. Learning analytics can be transformative, altering existing pedagogical processes, research, data management, and policy-making. According to the author, they were able to actualize real-time insight into student performance with targeted interventions, design changes, and content adjustments even as courses were taking place. Learners received feedback about their learning behaviors so that they could make in-course corrections for self-improvement. The increased collaborations among instructors, designers, and administrators improved the quality and value of the learning experience.
University Professional & Continuing Education Association. 1 Dupont Circle NW Suite 615, Washington, DC 20036. Tel: 202-659-3130; Fax: 202-785-0374; Web site: http://www.upcea.edu
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Missouri