An analysis of students’ behaviour in a Learning Management System through Process Mining

Dissertation presented as the partial requirement for obtaining a Master's degree in Information Management, specialization in Information Systems and Technologies ManagementThe exponential growth and transformation of the Internet and information technology in recent years led to the development of several analytical tools. As is the case with process mining, it emerged to fulfill the need to extract and analyze information from event logs by representing it in the form of process models. Process mining is an acclaimed tool and proved crucial in several areas, from healthcare to manufacturing and finance. Nevertheless, and despite the crucial role of digital systems in supporting learning activities and generating large amounts of data about learning processes, limited research focused on process mining applied to the educational context. Therefore, the aim of this dissertation is to apply a process-oriented approach and demonstrate the applicability of process mining techniques to explore and analyze students’ behavior and interaction patterns, based on data collected from Moodle, the widely used Learning Management System. We cover definitions of process mining, education, and a detailed search of the existing literature on educational process mining during this work. Furthermore, the paper analyzes and discusses the findings of the study that combines process mining techniques, specifically process discovery implanted in the Disco tool, with cluster analysis. Through the application of these two techniques, it was possible to recognize the relationship between the students’ behavior registered in the process models and the success of the students in the course, along with the general and specific information about the students’ learning paths. Besides, we obtained findings that allow us to predict the group of students at risk of failing. Finally, with the analysis of these results, we were able to provide improvement proposals and recommendations to enhance the learning experience

Practical and Pedagogical Issues for Teacher Adoption of IMS Learning Design Standards in Moodle LMS

Commentary on: Learning Design: A handbook on modelling and delivering networked education and training. (Koper and Tattersall, 2005) Abstract: Integrating the specifications and tools for IMS-Learning Design (IMS, 2003) into Moodle (Moodle, 2003), an open-source Learning Management System (LMS), is not just a technological question, but also relates to practical, pedagogical, and philosophical issues. This study documents the discussions and experiments of a team of teachers active in the Moodle community who are concerned with the development of international standards in future versions of Moodle. In the course (Moodle, 2005a) of studying the book, Learning Design (Koper and Tattersall, 2005), participants analysed the implications of integrating the LD specification into Moodle and the operation of various LD tools (CopperCore, Reload) and related tools (LAMS) within the Moodle environment. These differences were then summarized into general implications for future versions of both Moodle and Learning Design. This study concludes that continued, open dialogue between teachers and developers of both LD and Moodle is necessary to achieve transparent integration. Authors belong to the Moodle Community Learning Design Book Study Group. Editors: Colin Tattersall and Rob Koper

Understanding Faculty Perspectives on Using a Learning Management System at a Caribbean University in Guyana

In this basic qualitative study, faculty hesitation toward using Moodle learning management system (LMS) for instructional delivery was investigated. The research question focused on how faculty perspectives on their hesitation toward using the institution’s LMS in the Faculty of Social Sciences at a Caribbean university in Guyana reflect the tenets of Rogers’ diffusion of innovation theory (DIT). Rogers’ DIT formed the conceptual framework for this study. Eleven lecturers in the faculty of Social Sciences who actively use the institution’s learning management system (LMS) for instructional delivery were purposefully selected for semistructured interviews. Data were analyzed using Saldana’s coding manual for coding and thematic analysis. Six themes emerged to answer the research question: (a) Moodle features used, (b) benefits of using Moodle, (c) Moodle use comfort levels, (d) social influencers, (e) professional development, and (f) enabling conditions. These results provide knowledge informing stakeholders of what can lead to improved faculty use of educational technology. Faculty use of LMSs is integral to improving access to higher education globally. These research findings may contribute to understanding why faculty hesitated to use Moodle LMS for instructional delivery. Reduced faculty hesitation in using LMSs at higher education institutions can lead to the realization of Sustainable Development Goal Four, the delivering of quality education effectively. Student access to personalized, continuous learning using LMSs will foster positive social change

Applying the substitution augmentation modification redefinition model towards adoption of e-learning usage at Walter Sisulu University

The adoption of e-learning by universities around the world has grown drastically during this time of the Fourth Industrial Revolution. Most universities implement the full utilisation of e-learning, conducting classes only by using online course delivery. Some universities still prefer a blended learning approach where classes are presented to students using both the traditional way of teaching and online e-learning platforms. Walter Sisulu University (WSU) is one of those universities that uses blended learning. The university started using this approach in 2009, through a partnership between WSU and the Netherlands for learning and teaching enhancement using e-learning. The adoption and usage of e-learning in universities is a challenge, which some researchers have investigated. This study aimed to apply the Substitution; Augmentation; Modification; Redefinition (SAMR) Model to enhance the adoption of e-learning and its usage at WSU. To obtain results, a quantitative method using approaches, such as WiseUp logs, WiseUp e-learning usage publications, WSU e-learning documents and literature, was applied. The study, according to the WiseUp logs, found that the e-learning levels at the university were low. Using the WiseUp e-learning usage publications, revealed that the university was still having some challenges regarding the low usage of WiseUp. Some of the students were not aware of the WiseUp platform as they said the system was only shown to them once and never again for continuous training. Most lecturers’ challenge was that the system was time-consuming to upload online content. This study used the WSU e-learning documents to show that the institution employed some initiatives for the adoption and usage of WiseUp, such as the LTD (Learning Teaching Development) department orientating students about WiseUp, just after their registration. The study ‘s objective was achieved, which was to apply the Substitution; Augmentation; Modification; Redefinition (SAMR) Model to enhance the adoption and usage of e-learning at WSU. The study applied the Substitution; Augmentation; Modification; Redefinition (SAMR) Model to provide a clear understanding of WSU’s position in terms of e-learning adoption and usage. The overall result from the study showed that WSU was based mostly on the first three levels of teaching and learning integration into technology, and in the enhancement level of the Substitution; Augmentation; Modification; Redefinition (SAMR) Model. The researcher noted that much still needed to be done because the usage of the system was still very low but its integration into teaching and learning was positive

Applying the substitution augmentation modification redefinition model towards adoption of e-learning usage at Walter Sisulu University

The adoption of e-learning by universities around the world has grown drastically during this time of the Fourth Industrial Revolution. Most universities implement the full utilisation of e-learning, conducting classes only by using online course delivery. Some universities still prefer a blended learning approach where classes are presented to students using both the traditional way of teaching and online e-learning platforms. Walter Sisulu University (WSU) is one of those universities that uses blended learning. The university started using this approach in 2009, through a partnership between WSU and the Netherlands for learning and teaching enhancement using e-learning. The adoption and usage of e-learning in universities is a challenge, which some researchers have investigated. This study aimed to apply the Substitution; Augmentation; Modification; Redefinition (SAMR) Model to enhance the adoption of e-learning and its usage at WSU. To obtain results, a quantitative method using approaches, such as WiseUp logs, WiseUp e-learning usage publications, WSU e-learning documents and literature, was applied. The study, according to the WiseUp logs, found that the e-learning levels at the university were low. Using the WiseUp e-learning usage publications, revealed that the university was still having some challenges regarding the low usage of WiseUp. Some of the students were not aware of the WiseUp platform as they said the system was only shown to them once and never again for continuous training. Most lecturers’ challenge was that the system was time-consuming to upload online content. This study used the WSU e-learning documents to show that the institution employed some initiatives for the adoption and usage of WiseUp, such as the LTD (Learning Teaching Development) department orientating students about WiseUp, just after their registration. The study ‘s objective was achieved, which was to apply the Substitution; Augmentation; Modification; Redefinition (SAMR) Model to enhance the adoption and usage of e-learning at WSU. The study applied the Substitution; Augmentation; Modification; Redefinition (SAMR) Model to provide a clear understanding of WSU’s position in terms of e-learning adoption and usage. The overall result from the study showed that WSU was based mostly on the first three levels of teaching and learning integration into technology, and in the enhancement level of the Substitution; Augmentation; Modification; Redefinition (SAMR) Model. The researcher noted that much still needed to be done because the usage of the system was still very low but its integration into teaching and learning was positive

Technology Use in Higher Education Instruction

The significance of integrating technology use in higher education instruction is undeniable. The benefits include those related to access to instruction by underserved populations, adequately preparing students for future careers, capitalizing on best instructional practices, developing higher order thinking activities, and engaging students whose relationships with technology are increasingly native, among others. The significance of the current study is based on the fact that few prior studies focused on the factors that support, or inhibit, the use of educational technology by faculty in schools of education. The data collection instrument was a survey designed by the principal investigator based on review of the literature and professional experience. Five constructs were addressed by the survey: institutional policies, belief in the learning benefits, efficacy with integrating technology with content, barriers to technology use, and personal uses of technology. The survey was administered online and targeted 379 full and part time faculty in schools of education throughout the U.S. A total of 203 faculty members responded which was a response rate of 53%. Several path analyses were conducted to determine the variables that most related with the dependent variable, rate of technology adoption for professional instructional purposes. The variable that had the strongest relationship with the adoption rate for professional use was the adoption rate for personal use. This held true for all subgroups except part-time and older faculty. Suggestions for future research include the use of additional data sources to measure the variables described here. Study of the role of institutional policies in technology adoption should consider administrator perspectives in addition to those of faculty. Study of learning benefits should consider students\u27 views in addition to those of faculty. Finally, efficacy variables should consider perspectives of college leaders and administrators

Individual, Institutional and Environmental Factors Influencing Online Distance Tertiary Teaching in New Zealand

Online and distance teaching requires careful negotiation between the goals, beliefs and philosophy of the teacher and the inherent pedagogy of the technologies and system they are working within. While the relationships among individual teacher beliefs, experiences and technology use in online and distance teaching has been well explored, the impact of other influential factors such as institutional systems, government policies and opportunities for professional development remain comparatively under-researched. The current research addressed this gap by investigating the individual and environmental factors that influenced teaching practice in the New Zealand online and distance learning (ODL) environment at three tertiary institutions. Fifteen teachers and educational designers from two universities and one polytechnic shared their experiences of designing and teaching online through three annual semi-structured interviews held between January 2014 and July 2016. Publicly available information about strategies, policies and systems at each institution was also collected and analysed. The research used a grounded theory approach (Charmaz, 2006) for initial data collection and coding, complemented by the use of Cultural Historical Activity Theory (CHAT) (Engeström, 2000) as a framework for systemic analysis of the data collected from the three institutions. The longitudinal design allowed for capture of chronological change and consideration of the dynamics and evolution of each institutional system. To further contextualise the individual and institutional changes observed, data from the wider tertiary teaching environment were reviewed, including governmental strategies, policies and funding, and international education trends. The findings are discussed in relation to the key dimensions of the CHAT model – subject, goal, tools, rules, community and division of labour, where participants provide the subject perspective for each institution. In all three cases institutional and individual goals were slightly divergent, with institutions focusing on meeting performance indicators for funding agreements, and individuals focusing on creating good teaching and learning experiences for the students. Use of technologies for teaching was mediated by institutional requirements, support and funding, and participants observed challenges in finding time to explore new technologies due to competing research and teaching pressures. Across all three institutions, staff discussed an abundance of rules impacting teaching practice, although polytechnic staff were more highly regulated than university staff. Participants reported high workloads, and challenges finding the time to meet research requirements in addition to teaching and service requirements. Teaching participants were more likely to be involved in a community of practice than educational design participants, with the most common source of professional development for teachers being communication with other teachers. The structure and division of labour for creating courses varied across institutions. The more highly regulated the relationship, the more tension there was between teacher and educational designer roles. Government policy, funding and reporting requirements were clearly felt by all participants, and changes in these requirements had clear flow on effects to teaching practice and course design throughout the research period. The findings will be useful to practitioners and researchers who are interested in the impact of systems, processes, professional development and teacher experiences on course development

Teachers’ Perceptions of Blended Learning in High School Classrooms

Blended learning is the instructional practice that involves both face-to-face and online learning in classroom instruction. The problem at a small rural school district in the South Carolina is, despite strong evidence of the benefits and use of blended learning, many classroom teachers at the high school level still fail to consistently implement the online component of blended learning to maximize these benefits. Therefore, the purpose of this basic qualitative study was to explore teachers’ perceptions of ease of use and usefulness of blended learning, how they implement it, and challenges they have with implementation. The conceptual framework for this study is the technology acceptance model. Research questions involved teachers’ perceptions of ease of use and usefulness of blended learning, how they implement it, and challenges they have with implementation. I collected data by interviewing 12 participants via semi-structured telephone interviews. Interviews were recorded, transcribed, and analyzed using a five-step analysis method for thematic analysis: compiling, disassembling, reassembling, interpreting, and concluding. The findings suggest that teachers perceive blended learning as easy to use and useful. Also, teachers use either the flipped classroom model or face-to-face driver model for blended learning implementation. Further, participants cited Internet access and teacher technology competencies as challenges preventing blended learning implementation, while support, one-to-one initiatives, and professional development allowed for successful implementation. The findings of this study have social change implications in high school classrooms. Both teachers and administrators will gain valuable knowledge to help them make decisions regarding blended learning implementation to break down barriers preventing blended learning in classroom instruction