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Learning Analytics

Learning Analytics provides datasets at multiple levels of aggregation, and drill-down to reveal further information on student learning behaviour. Courses at SUSS are conducted through the use of Blackboard. At SUSS, learning analytics data in Blackboard (e.g., time on task, frequency and duration) are used in conjunction with data from other sources, such as examination results and grade data. Learning analytics helps to identify what courses yield the most success, thus empowering Learning Services to develop effective practices as to how courses are designed and delivered. The projects below represent our initial efforts in using Analytics for investigating E-learning initiatives, and these include:


Some courses in SUSS employs pre-class quiz. Unlike quizzes conducted during class (i.e. in-class quiz) or end-of-course assessment, pre-class quiz enables students to focus on and check on their comprehension concepts covered in assigned readings and is conducted online. Learning analytics is used to examine the correlations of the pre-class quiz with student learning outcomes across eight courses. And this is compared with in-course assessment and with end-of-course assessment. The study commenced in January 2014 and took a year to complete.

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Since the January 2014 semester, courses at SUSS have been running in blended e-learning mode. This consists of a combination of three face-to-face and three online sessions for each course lasting a semester. Previously, all courses in SUSS subscribes to a traditional teaching approach consisting of six face-to-face classes in a semester. Learning analytics was used to determine if the change to blended e-learning mode has led to a more positive impact of students’ learning in contrast to the traditional teaching approach.

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Since the January 2014 semester, courses at SUSS have been running in blended e-learning mode. This consists of a combination of three face-to-face and three online sessions for each course lasting a semester. Previously, all courses in SUSS subscribes to a traditional teaching approach consisting of six face-to-face classes in a semester. Learning analytics was used to determine if the change to blended e-learning mode has led to a more positive impact of students’ learning in contrast to the traditional teaching approach.

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The School of Science and Technology (SST) embarked on virtual synchronous learning using a learning management platform known as “Collaborate”. Used in blended learning courses, “Collaborate” enables real-time communication and collaborative online in a same time different place mode. Through “Collaborate”, instructors are able to carry out synchronous conferencing with students. The study investigates twenty-two courses using “Collaborate” at the School of Science and Technology. Learning analytics was used to determine if this form of synchronous learning is comparable to face-to-face tutorial sessions.