Abstract

Analytics has a significant place in the future of higher education by guiding reform and system change. As this case study has shown, analytics can do more than evaluate what students have done and predict what they will do. Learning analytics can be transformative, altering existing pedagogical processes, research, data management, and policy-making. According to the author, they were able to actualize real-time insight into student performance with targeted interventions, design changes, and content adjustments even as courses were taking place. Learners received feedback about their learning behaviors so that they could make in-course corrections for self-improvement. The increased collaborations among instructors, designers, and administrators improved the quality and value of the learning experience.

Citation

Grant, M.R. (2012). University of Missouri-St. Louis: Data-Driven Online Course Design and Effective Practices. Continuing Higher Education Review, 76, 183-192. Retrieved August 10, 2024 from https://www.learntechlib.org/p/114175/.

This record was imported from ERIC on July 1, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• case studies
• College Curriculum
• curriculum design
• Data
• decision making
• Educational Change
• electronic learning
• Integrated Learning Systems
• online courses
• Student Surveys
• Teacher Surveys