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

研究成果: 雜誌貢獻期刊論文同行評審

131 引文 斯高帕斯(Scopus)

摘要

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.

原文???core.languages.en_GB???
頁(從 - 到)220-232
頁數13
期刊Educational Technology and Society
21
發行號2
出版狀態已出版 - 2018

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