(SpringerBriefs in Business Process Management) Learning Analytics Cookbook_ How to Support Learning Processes Through Data Analytics and Visualizatio

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Fig. 6.25 Activity flow for Submission 3
shows multiple assignments were submitted and that students travel to and from
Submission 3. Unlike the first assignment, which was initiated prior to the second or
the third assignment, there is a pattern of students coming back to the second
assignment after the third assignment.
For assignment 3, we see a multidirectional pattern similar to that seen in
assignment 2 (Fig. 6.25).
Figure 6.25 shows that students visited assignment 4 before and after assignment
3. From assignment 3, students also visited Self Test: Coding. Self tests are quiz
items that students can use to test themselves. This visualization shows the relationship
between assignment and quiz.
We see a similar pattern in Fig. 6.26 for assignment 4, which students visited after
assignments 2 and 3. After completing assignment 4, students visited assignment
5 and Self Test: Coding, the latter to check their understanding of assignment 3, in
addition to progressing to assignment 5.
The next section looks more deeply into how students perform in the Moodle
course, but before leaving this section, you may want to ask yourself how you would
answer three questions:
1. Since there are vast accesses before the exam and on the day of the offline course,
what resources should be added or revised to improve the pattern of learning?
2. Is the pattern of learning objects visits corresponding to the course design?
3. What types of support should be given in the offline course to promote frequent
visits to the online materials?