Posters by Vitomir Kovanovic
Companion Proceedings of the 9th International Conference on Learning Analytics and Knowledge (LAK'19), 2019
The poster presents the change of prioritised approaches to learning analytics (LA) among higher ... more The poster presents the change of prioritised approaches to learning analytics (LA) among higher education as their experience of adoption increases. The study examined 27 UK and European higher education institutions using the Epistemic Network Analysis technique. Results show that institutions with one or more years of experience with LA put more emphasis on understanding learning or teaching phenomena, whereas institutions with less experience of LA focused more on measuring the phenomena. This implicates a change of conceptualisation among institutions as their experience with LA increases.
Proceedings of the 2018 International Conference on Teaching, Assessment and Learning for Engineering (TALE'18), 2018
Online learning and massive open online courses are widely used in engineering and technology edu... more Online learning and massive open online courses are widely used in engineering and technology education. Engineering next-generation learning requires overcoming the potential constraints of online learning environments which necessitate higher levels of self-regulation than traditional classroom settings. This particular requirement demands that learners allocate their cognitive, metacognitive, affective and motivational resources to meet this need. Lack of self-regulation can affect learners’ engagement with the course content, resulting in sub-optimal learning outcomes or failure to complete the course. This paper reports on the design of a virtual learning assistant and its implementation in online learning activities. This paper outlines the virtual assistant’s use as a data collection tool and, further, proposes that the virtual learning assistant has the potential to be used as an assessment tool for self-regulatory skills, and as an intervention tool to support online learners’ self-regulation in online learning.
Proceedings of the Forth ACM Conference on Learning @ Scale (L@S'17), 2017
There is an emerging trend in higher education for the adoption of massive open online courses (M... more There is an emerging trend in higher education for the adoption of massive open online courses (MOOCs). However, despite this interest in learning at scale, there has been limited work investigating how MOOC participants have changed over time. In this study, we explore the temporal changes in MOOC learners’ language and discourse characteristics. In particular, we demonstrate that there is a clear trend within a course for language in discussion forums to be of both more on-topic and reflective of deep learning in subsequent offerings of a course. We measure this in two ways, and demonstrate this trend through several repeated analyses of different courses in different domains. While not all courses show an increase beyond statistical significance, the majority do, providing evidence that MOOC learner populations are changing as the educational phenomena matures.
Proceedings of the Third ACM Conference on Learning @ Scale (L@S'16), 2016
Massive Open Online Courses represent a fertile ground for examining student behavior. However, d... more Massive Open Online Courses represent a fertile ground for examining student behavior. However, due to their openness MOOC attract a diverse body of students, for the most part, unknown to the course instructors. However, a certain number of students enroll in the same course multiple times, and there are records of their previous learning activities which might provide some useful information to course organizers before the start of the course. In this study, we examined how student behavior changes between subsequent course offerings. We identified profiles of returning students and also interesting changes in their behavior between two enrollments to the same course. Results and their implications are further discussed.
Proceedings of the Seventh International Conference on Learning Analytics and Knowledge (LAK'17), 2017
In this poster, we present the results of the study which examined the relationship between stude... more In this poster, we present the results of the study which examined the relationship between student differences in their use of the available technology and their perceived levels of cognitive presence within the MOOC context. The cognitive presence is a construct used to measure the level of practical inquiry in the Communities of Inquiry model. Our results revealed the existence of three clusters based on student technology use. The clusters significantly differed in terms of their levels of cognitive presence, most notably they differed on the levels of problem resolution.
Uploads
Posters by Vitomir Kovanovic