Student profiling in a dispositional learning analytics application using formative assessment

Tempelaar, Dirk; Rienties, Bart; Mittelmeier, Jenna and Nguyen, Quan (2018). Student profiling in a dispositional learning analytics application using formative assessment. Computers in Human Behavior, 78 pp. 408–420.

DOI: https://doi.org/10.1016/j.chb.2017.08.010

Abstract

How learning disposition data can help us translating learning feedback from a learning analytics application into actionable learning interventions, is the main focus of this empirical study. It extends previous work where the focus was on deriving timely prediction models in a data rich context, encompassing trace data from learning management systems, formative assessment data, e-tutorial trace data as well as learning dispositions. In this same educational context, the current study investigates how the application of cluster analysis based on e-tutorial trace data allows student profiling into different at-risk groups, and how these at-risk groups can be characterized with the help of learning disposition data. It is our conjecture that establishing a chain of antecedent-consequence relationships starting from learning disposition, through student activity in e-tutorials and formative assessment performance, to course performance, adds a crucial dimension to current learning analytics studies: that of profiling students with descriptors that easily lend themselves to the design of educational interventions.

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