ABSTRACT

Research has demonstrated a correlation between lecture attendance and students’ academic achievement. However, students may not attend lectures for a variety of reasons. The provision of lecture recordings online can also negatively impact lecture attendance and student achievement. These facts implore us to be courageous and explore new approaches to improve and expand learning experiences. This paper describes how a diverse team of academics, learning analytics and education design staff at [the University of Wollongong] came together to explore this issue and develop an approach that could better support the learning of our students resulting in higher rates of achievement while adapting to students’ needs for flexibility and connection. Details are given regarding the analysis of learning analytics data, and how these data have informed and directed a transformed learning design for a core undergraduate subject in the field of teacher education.

摘要

研究表明，听课率与学生的学业成绩之间存在相关性。但是，学生可能由于各种原因不能参加讲座。在线提供讲座录音也会对讲座出勤率和学生成绩产生负面影响。这些事实恳求我们勇敢地探索新的方法来改善和扩展学习经验。本文描述了 [卧龙岗大学] 的一个由学术、学习分析和教育设计人员组成的多元化团队如何齐心协力探讨这个问题并开发一种方法，可以更好地支持我们学生的学习，从而在适应环境的同时获得更高的成就率满足学生对灵活性和联系的需求。详细介绍了学习分析数据的分析，