Using LMS Records to Track Student Performance: A Case of a Blended Course
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| Názov: | Using LMS Records to Track Student Performance: A Case of a Blended Course |
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| Autori: | Balaban, Igor, Bađari, Josipa, Matus, Marko |
| Zdroj: | Proceedings of the 17th International Conference on Computer Supported Education. :283-290 |
| Informácie o vydavateľovi: | SCITEPRESS - Science and Technology Publications, 2025. |
| Rok vydania: | 2025 |
| Predmety: | Student Performance, Blended Course, LMS logs, Educational Data Analysis |
| Popis: | This paper explores the use of Learning Management System (LMS) logs to analyse student performance in a blended course. The study aims to identify how LMS data can inform teaching strategies and intervention, focusing on which variables most influence students’ performance. The course was designed using Moodle, incorporating programmed learning, conditional activities, and assessments like quizzes, flash tests, and self-assessments. Data on students' activities, including access logs, quiz scores, and final grades, were collected and analysed. The results show that students with higher LMS activity, particularly those who completed more self-assessments and engaged consistently, tended to perform better. However, while self-assessment activities increased engagement, they had a weaker correlation with final grades compared to midterm exams and flash tests. A strong positive correlation was found between midterm exam performance and final grades, highlighting the importance of these assessments for course success. The study suggests that LMS logs can be a useful tool for teachers to monitor student behaviour and implement timely interventions to support struggling students. |
| Druh dokumentu: | Article Conference object |
| DOI: | 10.5220/0013217800003932 |
| Prístupové číslo: | edsair.doi.dedup.....ce01f8bffa3eb98a1f68302c7265bbeb |
| Databáza: | OpenAIRE |
Nájsť tento článok vo Web of Science | Abstrakt: | This paper explores the use of Learning Management System (LMS) logs to analyse student performance in a blended course. The study aims to identify how LMS data can inform teaching strategies and intervention, focusing on which variables most influence students’ performance. The course was designed using Moodle, incorporating programmed learning, conditional activities, and assessments like quizzes, flash tests, and self-assessments. Data on students' activities, including access logs, quiz scores, and final grades, were collected and analysed. The results show that students with higher LMS activity, particularly those who completed more self-assessments and engaged consistently, tended to perform better. However, while self-assessment activities increased engagement, they had a weaker correlation with final grades compared to midterm exams and flash tests. A strong positive correlation was found between midterm exam performance and final grades, highlighting the importance of these assessments for course success. The study suggests that LMS logs can be a useful tool for teachers to monitor student behaviour and implement timely interventions to support struggling students. |
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| DOI: | 10.5220/0013217800003932 |