A review of ten years of implementation and research in aligning learning design with learning analytics at the Open University UK
A review of ten years of implementation and research in aligning learning design with learning analytics at the Open University UK
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DOI：
10.55612/s-5002-033-007
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发表时间：
2017-06
期刊：
影响因子：
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通讯作者：
B. Rienties;Quan Nguyen;Wayne Holmes;K. Reedy
中科院分区：
文献类型：
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作者：
B. Rienties;Quan Nguyen;Wayne Holmes;K. Reedy
人们越来越认识到，学习设计驱动学生的学习经验和教学质量的提高。英国开放大学（OU）是为数不多的明确且系统地捕获大规模学习设计的机构之一。通过在大型和细粒度的数据集上应用先进的分析技术，该项目一直在解开教学实践的复杂性，并提供学习设计如何影响学生行为，满意度和表现的概念和经验证据。本研究讨论了学习设计在过去十年中的实施，并严格审查了最近八个大规模的研究，学习设计与学习分析的经验证据。四个未来的研究主题，以支持未来采用的学习设计方法。
There is an increased recognition that learning design drives both student learning experience and quality enhancements of teaching and learning. The Open University UK (OU) has been one of few institutions that have explicitly and systematically captured the designs for learning at a large scale. By applying advanced analytical techniques on large and fine-grained datasets, the OU has been unpacking the complexity of instructional practices, as well as providing conceptual and empirical evidence of how learning design influences student behaviour, satisfaction, and performance. This study discusses the implementation of learning design at the OU in the last ten years, and critically reviews empirical evidence from eight recent large-scale studies that have linked learning design with learning analytics. Four future research themes are identified to support future adoptions of learning design approaches.