Hi,

You may find these couple of publications pertinent to inform your interest. I have added the URLs to the full texts:

a) a 2017 study on the LA in a blended med edu course(Moodle-based)

http://elib.vums.ac.ir/bitstream/Hannan/21220/1/2017%20MT%20Volume%2039%20Issue%207%20July%20%20%281%29.pdf

b) 2017 sys. review by Rodriguez Triana et al. Monitoring, awareness and reflection in blended technology enhanced learning: a systematic review. International Journal of Technology Enhanced Learning

You can access the PDF from here

https://infoscience.epfl.ch/record/216019/files/2015___ARTEL___Monitoring_Awareness_and_Reflection_in_Blended_Technology_Enhanced_Learning__A_Systematic_Review.pdf

Best,

Hi,

You may find these couple of publications pertinent to inform your interest. I have added the URLs to the full texts:

a) a 2017 study on the LA in a blended med edu course(Moodle-based)

http://elib.vums.ac.ir/bitstream/Hannan/21220/1/2017%20MT%20Volume%2039%20Issue%207%20July%20%20%281%29.pdf

b) 2017 sys. review by Rodriguez Triana et al. Monitoring, awareness and reflection in blended technology enhanced learning: a systematic review. International Journal of Technology Enhanced Learning

You can access the PDF from here

https://infoscience.epfl.ch/record/216019/files/2015___ARTEL___Monitoring_Awareness_and_Reflection_in_Blended_Technology_Enhanced_Learning__A_Systematic_Review.pdf

Best,

I follow the discussion my dear colleague!

Hello there - Learning analytics and data from students on-line study are increasingly supporting teaching and learning quality assurance (I attach some references, too). In my HE and disciplinary context learning analytics are only tangentially supporting formative assessment. More centrally LA is providing very informative data on student engagement. We can definitively say that overwhelmingly (although not universally) limited on-line engagement with on-line content as measured by students hours within the learning platform, leads to weaker student attainment. Conversely, particular students lack of engagement with unit content in the first few weeks of a unit can prompt 'formative' engagement with apparently non-engaging students to provide additional support.

At the bigger picture course level, LA over a period of time related to student feedback on units can provide rich data on which comp-onents of programme are working well (at least from the evidence of student feedback) and which units or academic staff might benefit from support.

Berland, M., Martin, T., Benton, T., Petrick Smith, C., Davis, D (2013). Using Learning Analytics to Understand the Learning Pathways of Novice Programmers, Journal of the Learning Sciences 22 (4), 564-599.

Lau K., Farooque P., Leydon G., Schwartz ML, Sadler RM, and Moeller JJ. (2018). Using learning analytics to evaluate a video-based lecture series, Medical Teaching. 40(1), 91-98.

Waheed, H , Hassan, S. , Aljohani N.R., and Wasif, M. (2018) A bibliometric perspective of learning analytics research landscape, Behaviour & Information Technology 37, 10-11, 941-957

Beyond ”distance education” and ”blended learning” that you mention in the question as contexts for applying learning analytics for formative assessment, think instead of next evolution step; adaptive learning. That will presuppose learning analytics and cannot work without it. The course is adapted itself to the students abolities while running. Here formative assessment happens all the time, affecting what happens next. This is also a use of digital ICT that are not only the diminishment of informational friction by digitalising old media, it uses true digital ICTs that process nformation besides human brains. I think many adaptive learning courses in the future will not need final summative assessments - a credible learning curve, mapped by learning analytics, is proof enough of learning.