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

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84 7 Understanding Students’ Online Behavior While They Search on the Internet:...80interactions7060504030201002017–03–042017–03–052017–03–062017–03–072017–03–082017–03–092017–03–102017–03–022017–03–032017–03–112017–03–122017–03–132017–03–142017–03–152017–03–162017–03–172017–03–182017–03–192017–03–202017–03–212017–03–222017–03–232017–03–24Fig. 7.5 Exceptional behavior—Activity view of student 10,1132017–03–252017–03–262017–03–272017–03–282017–03–292017–03–302017–03–312017–04–012017–04–022017–04–03Fig. 7.6 Teacher’s dashboard—View of a student’s ability to search the web for informationThe teacher can zoom in on individual students by clicking on the student ID toaccess views of the student’s activities, similar to those in Fig. 7.5, and views of thestudent’s ability to organize the glossary and search the web for information(Fig. 7.6).A general view of the number of terms the students entered and the types of fieldsthey filled in (Fig. 7.7) provides an overview of the students’ commitment to theglossary task.Figure 7.7 shows that student 10,113, for example, entered a high number ofterms (228) and also completed 63.42% of the optional fields. Student 10,430, whilehe or she entered few terms, completed each of them with 100% of the possibledetails. (The absence of acronyms in this case, which would lower the completionaverage to 80, is considered irrelevant since not all medical terms havecorresponding acronyms.) Both types of behavior suggest high commitment to the
7.5 Serving 85Filled in fieldsterms pronunciation acronym phraseology uses source AVG %1011021127.49%9.95%30.81%86.73%59.24%42.84%1011216246.91%4.32%70.99%96.91%91.98%62.22%1011322835.09%18.86%69.30%96.49%97.37%63.42%1015021417.76%12.15%36.92%86.45%56.07%41.87%104102434.12%3.70%1.23%22.22%41.15%14.49%1043034100.00%0.00%100.00%100.00%100.00%80.00%Fig. 7.7 Number and types of fields filled in by the studentspatients\ websites and blogsencyclopaediaotherscientific/academic publicatio...glossaryLinguee or Reverso4%5%Wikipedia10%37%bilingual dictionary10%13%17%institutional websiteFig. 7.8 Group view of the data students entered in the resource fieldmonolingual dictionarytask. By contrast, student 10,410 entered many terms (243) but did not complete theoptional fields in the glossary (overall percentage was 14.49%), which suggests alow level of commitment and possibly also little understanding of the importance ofcontextual information.Let us now zoom in on specific glossary fields. The dashboard in Fig. 7.8 showsthat, in the resource field, students primarily consulted content-based resources(62.9%) like Wikipedia and other types of encyclopedias, institutional websites,scientific publications, and in some cases language-based resources (37.1%) likedictionaries and parallel corpora (e.g., Linguee and Reverso). Among the contentbasedresources, Wikipedia was by far the preferred one resource. This type ofprofile shows that the group understood the purpose of the glossary and the importanceof extended reading about a topic.
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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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3.4 Ethical Frameworks in Learning
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3.6 Important Legal Regulations 273
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References 29Debatin, B., Lovejoy,
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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
Page 81 and 82: 6.5 Serving 73Test Performance per
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Page 87 and 88: 7.3 Preparation 79when the user lea
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Page 91: 7.5 Serving 83Fig. 7.3 Teacher’s
Page 95 and 96: 7.5 Serving 87scientific/academic p
Page 97 and 98: GlossaryAnalytics Describes the sub
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