Journal of Asynchronous Learning Networks
June 2012 Volume 16, Number 3
Table of Contents
Number of articles: 6
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The Evolution of Big Data and Learning Analytics in American Higher Education
Anthony G. Picciano
Data-driven decision making, popularized in the 1980s and 1990s, is evolving into a vastly more sophisticated concept known as big data that relies on software approaches generally referred to as... More
pp. 9-20
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Analytics that Inform the University: Using Data You Already Have
Charles Dziuban, Patsy Moskal, Thomas Cavanagh & Andre Watts
The authors describe the University of Central Florida's top-down/bottom-up action analytics approach to using data to inform decision-making at the University of Central Florida. The top-down... More
pp. 21-38
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Learning Analytics: A Case Study of the Process of Design of Visualizations
Martin Olmos & Linda Corrin
The ability to visualize student engagement and experience data provides valuable opportunities for learning support and curriculum design. With the rise of the use of learning analytics to provide... More
pp. 39-49
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Predictive Modeling to Forecast Student Outcomes and Drive Effective Interventions in Online Community College Courses
Vernon C. Smith, Adam Lange & Daniel R. Huston
Community colleges continue to experience growth in online courses. This growth reflects the need to increase the numbers of students who complete certificates or degrees. Retaining online students... More
pp. 51-61
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The PAR Framework Proof of Concept: Initial Findings from a Multi-Institutional Analysis of Federated Postsecondary Data
Phil Ice, Sebastian Diaz, Karen Swan, Melissa Burgess, Mike Sharkey, Jonathan Sherrill, Dan Huston & Hae Okimoto
Despite high enrollment numbers, postsecondary completion rates have generally remained unchanged for the past 30 years and half of these students do not attain a degree within six years of initial... More
pp. 63-86
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Learning Analytics Considered Harmful
Laurie P. Dringus
This essay is written to present a prospective stance on how learning analytics, as a core evaluative approach, must help instructors uncover the important trends and evidence of quality learner... More
pp. 87-100