Reviewing three case-studies of learning analytics interventions at the open university UK

Rienties, Bart; Boroowa, Avinash; Cross, Simon; Farrington-Flint, Lee; Herodotou, Christothea; Prescott, Lynda; Mayles, Kevin; Olney, Tom; Toetenel, Lisette and Woodthorpe, John (2016). Reviewing three case-studies of learning analytics interventions at the open university UK. In: Proceedings of the Sixth International Conference on Learning Analytics & Knowledge, ACM International Conference Proceeding Series, ACM, New York, pp. 534–535.

DOI: https://doi.org/10.1145/2883851.2883886

Abstract

This study provides a conceptual framework how organizations may adopt evidence-based interventions at scale, and how institutions may evaluate the costs and benefits of such interventions. Building on a new conceptual model developed by the Open University UK (OU), we will analyse three case-studies of evidence-based interventions. By working with 90+ large-scale modules for a period of two years across the five faculties and disciplines within the OU, Analytics4Action provides a bottom-up-approach for working together with key stakeholders within their respective contexts. Using principles of embedded case-study approaches by Yin [1], by comparing the learning behavior, satisfaction and performance of 11079 learners the findings indicated that each of the three learning designs led to satisfied students and average to good student retention. In the second part we highlighted that the three module teams made in-presentation interventions based upon real-time analytics, whereby initial user data indicated VLE behaviour in line with expectations. In 2-5 years, we hope that a rich, robust evidence-base will be presented to show how learning analytics can help teachers to make informed, timely and successful interventions that will help learners to achieve their learning outcomes.

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