Learning assessment in the age of big data: Learning analytics in higher education

Data-driven decision-making and data-intensive research are becoming prevalent in many sectors of modern society, i.e. healthcare, politics, business, and entertainment. During the COVID-19 pandemic, huge amounts of educational data and new types of evidence were generated through various online pla...

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Vydané v:Cogent education Ročník 10; číslo 1
Hlavný autor: Caspari-Sadeghi, Sima
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Abingdon Cogent 31.12.2023
Taylor & Francis Ltd
Taylor & Francis Group
Predmet:
Academic Achievement
Algorithms
Big Data
Blended Learning
Decision Making
Educational Assessment
Educational research
Educational Resources
Educational Technology
Electronic Learning
Enrollment
Graduation Rate
Handheld Devices
Higher education
Influence of Technology
Intelligence
Learning analytics
Learning Management Systems
Learning Theories
Management Systems
MOOCs
Network Analysis
Online Courses
Open Educational Resources
Resource Allocation
Science Instruction
technology-enhanced assessment
ISSN:2331-186X, 2331-186X
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Popis
Shrnutí:Data-driven decision-making and data-intensive research are becoming prevalent in many sectors of modern society, i.e. healthcare, politics, business, and entertainment. During the COVID-19 pandemic, huge amounts of educational data and new types of evidence were generated through various online platforms, digital tools, and communication applications. Meanwhile, it is acknowledged that education lacks computational infrastructure and human capacity to fully exploit the potential of big data. This paper explores the use of Learning Analytics (LA) in higher education for measurement purposes. Four main LA functions in the assessment are outlined: (a) monitoring and analysis, (b) automated feedback, (c) prediction, prevention, and intervention, and (d) new forms of assessment. The paper concludes by discussing the challenges of adopting and upscaling LA as well as the implications for instructors in higher education.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:2331-186X
2331-186X
DOI:10.1080/2331186X.2022.2162697