One example of a learning and assessment environment that offers learning analytics is Moodle, an open-source learning management system (LMS). Moodle provides various tools to track and analyze student performance, engagement, and progress.

How it works: Moodle collects data on how students interact with course materials, such as viewing lecture videos, completing quizzes, and participating in forums. This data is then analyzed to provide insights into student behavior and learning patterns. Teachers can use built-in analytics tools or integrate third-party plugins like IntelliBoard to visualize this data through dashboards and reports. These tools can show which students are at risk of falling behind, which activities are most engaging, and how students’ performance changes over time.

Effects: The use of learning analytics in Moodle has several positive effects. It helps teachers identify students who need extra support, allowing for timely interventions. For example, if a student is not participating in discussions or is consistently scoring low on quizzes, the teacher can reach out to offer help. Learning analytics also enable personalized learning by suggesting resources and activities based on each student’s needs. This can make learning more effective and engaging. However, there are challenges, such as ensuring data privacy and managing the additional workload of analyzing and responding to the data.

In my college math classes, using Moodle’s learning analytics helps me understand how my students are doing in real-time. I can see which topics they find difficult and adjust my teaching accordingly. This makes my teaching more responsive and helps my students succeed.

References

1. Avella, J. T., Kebritchi, M., Nunn, S. G., & Kanai, T. (2016). Learning analytics methods, benefits, and challenges in higher education: A systematic literature review. Online Learning, 20(2), 13-29.
2. Martin, F., & Ndoye, A. (2016). Using learning analytics to assess student learning in online courses. Journal of University Teaching & Learning Practice, 13(3), 7. Retrieved from https://files.eric.ed.gov/fulltext/EJ1110545.pdf