Leveraging the Analytics of Webcourses Being Responsive and Nimble

Anastasia Bojanowski

Instructional Specialist (and Designer)

Objectives

  • Identify the functionality of course analytics in Webcourses
  • Apply course analytics for needs assessment
  • Include course analytics for semester review and revision
Learning analytics (LA) provides insights into student behaviors, learning patterns, and performance, enabling informed decision-making, instructional personalization, and improved learning outcomes (Al-Zahrani & Alasmari, 2023, p. 8).

Al-Zahrani, A. M., & Alasmari, T. (2023). Learning analytics for data-driven decision making: Enhancing instructional personalization and student engagement in online higher education. International Journal of Online Pedagogy and Course Design, 13(1), 1–18. https://doi.org/10.4018/IJOPCD.331751

Instructure, Canvas "New Analytics," https://www.instructure.com/higher-education/solutions/data-analytics

Canvas "New Analytics"

Access "New Analytics" on the webcourse's home page
  • Course Grades
  • Weekly Online Activity
  • Students
  • Reports (Missing Assignments, Late Assignments, Excused Assignments, Class Roster, Course Activity)
  • Online Attendance (New)

Course Grade

Course Grade

  • Shows icons for assignment groups
  • Can isolate section(s)
  • Convert to data table
  • Individual points can expand to assignment data

Weekly Online Activity

Online Weekly Activity

  • Average Page Views (weekly)
  • Average Participation (weekly)

Resource Table

  • Resource (announcement, content page, image, file, assignment)
  • Students (total)
  • Page views (unique)
  • Participation (if any)

Analytics: Students

Students

  • Enrollment (current)
  • Grade
  • % of on time assignments
  • Last participated
  • Last page viewed
  • Can isolate a single student
  • Icons for assignments
The white dots indicate that an assignment has not been graded.

Analytics: Reports

Reports

  • Output is .csv formatted (good for AI)
  • Missing assignments
  • Late assignments
  • Excused assignments
  • Class roster
  • Course activity

Analytics for Needs Assessment

Scenario 1

A Category 3 hurricane has impacted the UCF area, causing damages to roads and houses. Wide-spread flooding and power outages persist. What analytics would you pull to guide decisions about due dates/ adjustments to the course schedule?

Scenario 2

A student has emailed you and posed the question: "What can I do to improve my grade in the course?" What analytics would you pull to prepare for an online conference (Zoom)? Hint: more than one analytic indices would be appropriate.

Scenario 3

It is midterm and you would like to contact students who are in jeopardy of failing the class. What analytics would you run? What feature would you use in the Analytics screen to send messages?

Analytics for Course Review/Revision

  • "Promote active course interactions: Foster meaningful interactions within courses through discussion forums, collaborative projects, and live sessions.
  • Encourage Utilization of Effective Learning Tools: Promote the use of tools that enhance the learning experience and contribute to engagement.
  • Design Comprehensive Course Content: Incorporate multimedia resources, interactive modules, and supplementary materials to cater to different learning styles.
  • Promote Longer Duration of Engagement: Structure courses to promote longer average durations of student engagement through engaging and well-paced content.
  • Offer Rich Course Materials: Provide a diverse range of resources, activities, and assessments to stimulate curiosity and active participation.
  • Integrate Meaningful Assessments: Design assessments that encourage higher order thinking and application of knowledge.
  • Monitor and Analyse Course Access Patterns: Use analytics to identify patterns, assess student progress, and provide timely feedback and support" (Al-Zahrani & Alasmari, 2023, p. 13).

Al-Zahrani, A. M., & Alasmari, T. (2023). Learning analytics for data-driven decision making: Enhancing instructional personalization and student engagement in online higher education. International Journal of Online Pedagogy and Course Design, 13(1), 1–18. https://doi.org/10.4018/IJOPCD.331751

Questions—for the good of the group?

FCTL Teaching & Learning Day, October 2024

Credits:

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