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

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74 6 Explore your Online Course: Visualization of Resource Use and the Learning...Fig. 6.28 Performance distributions per testAs a course designer and teacher, consider asking yourself four questions:1. Is there any way to improve students’ success in the self-administered quizzes andtests they take to check their progress?2. What are the causes when most of students fail a particular quiz or test?3. Are there any observable differences in the difficulty levels of quizzes and tests?4. What supplementary resources should be added to help students improve theirquiz and/or test results?ReferenceShneiderman, B. (1996). The eyes have it: A task by data type taxonomy for information visualizations.In Proceedings 1996 IEEE Symposium on Visual Languages (pp. 336–343). Proceedingsof IEEE, Boulder, CO.
Chapter 7Understanding Students’ Online BehaviorWhile They Search on the Internet:Searching as LearningAbstract Informal learning activities, like searching for information on the Internet,can enhance students’ learning. However, not everything we find on the Internet isfactual. If teachers could understand where the students look for information duringtheir course, they could help them improve the quality of their informal learningthrough the Internet. This recipe shows how to gain insights into students’ onlinesearching behavior and to monitor their performance by using a collaborativelearning environment which tracks students’ activities. This recipe is supported bya system that integrates a collaboration environment, a glossary tool, and an onlinetracking system, specifically created to meet the needs of teachers who teachtranslation and interpretation courses. Using this system, the teacher can takeadvantage of the dashboard visualizations to monitor students’ activities and identifycases of low commitment or misunderstanding of the task so they can provideindividual support to the students who need it.Keywords LearnWeb · Learning platform · Log data analysis7.1 AppetizerIn a modern learning scenario, informal learning activities like searching for materialson the Internet are increasing. If a teacher can track how students carry out theirsearches, the teacher can help them improve the quality of their search results.However, few tools are available that allow teachers to track their students’ onlinesearch behavior efficiently. Such tracking would be particularly helpful in terminologywork, as it involves searching the web for comparable texts and selecting thosethat provide useful translation equivalents.Many studies have already used log data to analyze learning activities (Mazza andDimitrova 2004; Mazza et al. 2012; Zhang and Almeroth 2010). Most of thesestudies use only the built-in logging facilities of tools like Moodle and WebCT, butmany language-learning tasks require students to search for information on websitesother than the tools used in the course, and these external actions cannot be loggedby course management systems like Moodle. Other studies have used screen-© The Author(s) 2020R. Jaakonmäki et al., Learning Analytics Cookbook, SpringerBriefs in BusinessProcess Management, https://doi.org/10.1007/978-3-030-43377-2_775
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SPRINGER BRIEFS IN BUSINESSPROCESS
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More information about this series
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Roope JaakonmäkiDepartment of Info
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viPrefacecould be implemented using
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ContentsPart I Understanding Learni
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Contentsxi7.3.3 The Proxy . . .....
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Chapter 1Introduction to the Learni
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1.2 The Learning Analytics Toolbox
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Chapter 2Learning Analytics Kitchen
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2.2 Stakeholders: Contributors and
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2.4 Data: Educational Datasets and
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References 132.6 Internal Limitatio
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Chapter 3Responsible Cooking with L
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3.2 Big Data in the Responsible Lea
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3.3 General Ethical and Privacy Gui
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Page 55 and 56: 5.5 Serving 47either through the si
Page 57 and 58: 5.5 Serving 49Fig. 5.3 Students’
Page 59 and 60: Chapter 6Explore your Online Course
Page 61 and 62: 6.3 Preparation 53chapters, having
Page 63 and 64: 6.4 Cooking 55Fig. 6.3 LEMO2 Course
Page 65 and 66: 6.4 Cooking 57as name, type, number
Page 67 and 68: 6.4 Cooking 59Fig. 6.9 Test perform
Page 69 and 70: 6.5 Serving 616.5.1 How Do Students
Page 71 and 72: 6.5 Serving 63Now we can trace back
Page 73 and 74: 6.5 Serving 65Fig. 6.17 Number of a
Page 75 and 76: 6.5 Serving 67Fig. 6.20 Activity di
Page 77 and 78: 6.5 Serving 69Activities per Day (B
Page 79 and 80: 6.5 Serving 71Fig. 6.25 Activity fl
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Page 87 and 88: 7.3 Preparation 79when the user lea
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Page 91 and 92: 7.5 Serving 83Fig. 7.3 Teacher’s
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(SpringerBriefs in Business Process Management) Learning Analytics Cookbook_ How to Support Learning Processes Through Data Analytics and Visualizatio

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