Applying learning analytics for the early prediction of students' academic performance in blended learning

Owen H.T. Lu, Anna Y.Q. Huang, Jeff C.H. Huang, Albert J.Q. Lin, Hiroaki Ogata, Stephen J.H. Yang

Research output: Contribution to journalArticlepeer-review

102 Scopus citations

Abstract

Blended learning combines online digital resources with traditional classroom activities and enables students to attain higher learning performance through well-defined interactive strategies involving online and traditional learning activities. Learning analytics is a conceptual framework and as a part of our Precision education used to analyze and predict students' performance and provide timely interventions based on student learning profiles. This study applied learning analytics and educational big data approaches for the early prediction of students' final academic performance in a blended Calculus course. Real data with 21 variables were collected from the proposed course, consisting of video-viewing behaviors, out-of-class practice behaviors, homework and quiz scores, and after-school tutoring. This study applied principal component regression to predict students' final academic performance. The experimental results show that students' final academic performance could be predicted when only one-third of the semester had elapsed. In addition, we identified seven critical factors that affect students' academic performance, consisting of four online factors and three traditional factors. The results showed that the blended data set combining online and traditional critical factors had the highest predictive performance.

Original languageEnglish
Pages (from-to)220-232
Number of pages13
JournalEducational Technology and Society
Volume21
Issue number2
StatePublished - 2018

Keywords

  • Blended learning
  • Educational big data
  • Learning analytics
  • MOOCs
  • Principal component regression

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