Combining event- and variable-centred approaches to institution-facing learning analytics at the unit of study level

Author(s):

Nick Kelly, (Queensland University of Technology, Brisbane, Australia) (University of Southern Queensland, Toowoomba, Australia)

Maximiliano Montenegro, (Pontificia Universidad Catolica de Chile, Santiago, Chile)

Carlos Gonzalez, (Pontificia Universidad Catolica de Chile, Santiago, Chile)

Paula Clasing, (Pontificia Universidad Catolica de Chile, Santiago, Chile)

Augusto Sandoval, (Pontificia Universidad Catolica de Chile, Santiago, Chile)

Magdalena Jara, (Pontificia Universidad Catolica de Chile, Santiago, Chile)

Elvira Saurina, (Pontificia Universidad Catolica de Chile, Santiago, Chile)

Rosa Alarcón, (Pontificia Universidad Catolica de Chile, Santiago, Chile)

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Abstract:

Purpose

The purpose of this paper is to demonstrate the utility of combining event-centred and variable-centred approaches when analysing big data for higher education institutions. It uses a large, university-wide data set to demonstrate the methodology for this analysis by using the case study method. It presents empirical findings about relationships between student behaviours in a learning management system (LMS) and the learning outcomes of students, and further explores these findings using process modelling techniques.

Design/methodology/approach

The paper describes a two-year study in a Chilean university, using big data from a LMS and from the central university database of student results and demographics. Descriptive statistics of LMS use in different years presents an overall picture of student use of the system. Process mining is described as an event-centred approach to give a deeper level of understanding of these findings.

Findings

The study found evidence to support the idea that instructors do not strongly influence student use of an LMS. It replicates existing studies to show that higher-performing students use an LMS differently from the lower-performing students. It shows the value of combining variable- and event-centred approaches to learning analytics.

Research limitations/implications

The study is limited by its institutional context, its two-year time frame and by its exploratory mode of investigation to create a case study.

Practical implications

The paper is useful for institutions in developing a methodology for using big data from a LMS to make use of event-centred approaches.

Originality/value

The paper is valuable in replicating and extending recent studies using event-centred approaches to analysis of learning data. The study here is on a larger scale than the existing studies (using a university-wide data set), in a novel context (Latin America), that provides a clear description for how and why the methodology should inform institutional approaches.

Keywords:

Universities, Latin America, Data, e-Learning, Learning analytics, Educational administrative data processing

Type:

Research paper

Publisher:

Emerald Publishing Limited

Received:

18 July 2016

Accepted:

06 November 2016

Acknowledgments:

The work in this paper was supported by FONDECYT Grant No. 1131109.

Copyright:

© Emerald Publishing Limited 2017
Published by Emerald Publishing Limited
Licensed re-use rights only

Citation:

Nick Kelly, Maximiliano Montenegro, Carlos Gonzalez, Paula Clasing, Augusto Sandoval, Magdalena Jara, Elvira Saurina, Rosa Alarcón, (2017) "Combining event- and variable-centred approaches to institution-facing learning analytics at the unit of study level", The International Journal of Information and Learning Technology, Vol. 34 Issue: 1, pp.63-78, https://doi.org/10.1108/IJILT-07-2016-0022

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