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What Can Analytics Contribute to Accessibility in e-Learning Systems and to Disabled Students’ Learning?

Cooper, Martyn; Ferguson, Rebecca and Wolff, Annika (2016). What Can Analytics Contribute to Accessibility in e-Learning Systems and to Disabled Students’ Learning? In: LAK '16: Proceedings of the Sixth International Conference on Learning Analytics & Knowledge, ICPS: ACM International Conference Proceeding Series, pp. 99–103.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1145/2883851.2883946
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Abstract

This paper explores the potential of analytics for improving accessibility of e-learning and supporting disabled learners in their studies. A comparative analysis of completion rates of disabled and non-disabled students in a large five-year dataset is presented and a wide variation in comparative retention rates is characterized. Learning analytics enable us to identify and understand such discrepancies and, in future, could be used to focus interventions to improve retention of disabled students. An agenda for onward research, focused on Critical Learning Paths, is outlined. This paper is intended to stimulate a wider interest in the potential benefits of learning analytics for institutions as they try to assure the accessibility of their e-learning and provision of support for disabled students.

Item Type: Conference or Workshop Item
Copyright Holders: 2016 The Authors
ISBN: 1-4503-4190-X, 978-1-4503-4190-5
Keywords: learning analytics; metrics; accessibility; HCI; Technology Enhanced Learning; Higher Education
Academic Unit/School: Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
Faculty of Science, Technology, Engineering and Mathematics (STEM) > Computing and Communications
Faculty of Science, Technology, Engineering and Mathematics (STEM)
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 45313
Depositing User: Rebecca Ferguson
Date Deposited: 18 Feb 2016 11:04
Last Modified: 07 Feb 2017 23:34
URI: http://oro.open.ac.uk/id/eprint/45313
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