The Application Potential of Data Mining in Higher Education Management: A Case Study Based on German Universities

German universities are facing an intense, competitive environment caused by globalization, digitalization, and public sector reforms. The latter also gave the universities more decision-making autonomy, which goes hand in hand with more responsibilities, but also with the possibility of individualizing their strategy. This thesis examines how German universities can use Data Mining techniques to extract useful information from their available data resources to address these current challenges by supporting management decisions. The use of Data Mining methods in education is called Educational Data Mining. Research in this area has so far focused mainly on supporting students and lecturers. This thesis focuses on researching the benefits of Educational Data Mining for university management, which has been mentioned several times in various Educational Data Mining studies but has not been studied in detail so far. After discussing the most important challenges faced by German universities, their current tasks and objectives were examined. A framework model was then developed that illustrates how the results of two specific Data Mining projects can help universities tackle the challenges and accomplish their tasks. The selected Data Mining projects are dropout analysis and enrollment prediction because the student and applicant data are available to all the German universities. The proposed framework model was verified with two case studies in which the specified analyses were carried out at a German university of applied sciences. To build well-performing models, several Data Mining methods were used and compared. Subsequently, the results were discussed with representatives from the case university, and suggestions were made how the information generated could be included in the decisions of the university administration. It has been shown that German universities can use their data resources to support their management activities. An overview of this support was presented in the form of a framework model that is not only a first attempt to close the existing research gap in the field of EDM but should also mo-tivate university decision-makers to use their existing data resources. Therefore, the presented thesis can stimulate further research that combines the results of EDM projects with managerial decisions to increase the efficiency of educational institutions. In addition, university administrators can be inspired to use all available resources to ensure their long-term success

Music Learning with Massive Open Online Courses

Steels, Luc et al.-- Editors: Luc SteelsMassive Open Online Courses, known as MOOCs, have arisen as the logical consequence of marrying long-distance education with the web and social media. MOOCs were confidently predicted by advanced thinkers decades ago. They are undoubtedly here to stay, and provide a valuable resource for learners and teachers alike. This book focuses on music as a domain of knowledge, and has three objectives: to introduce the phenomenon of MOOCs; to present ongoing research into making MOOCs more effective and better adapted to the needs of teachers and learners; and finally to present the first steps towards 'social MOOCs’, which support the creation of learning communities in which interactions between learners go beyond correcting each other's assignments. Social MOOCs try to mimic settings for humanistic learning, such as workshops, small choirs, or groups participating in a Hackathon, in which students aided by somebody acting as a tutor learn by solving problems and helping each other. The papers in this book all discuss steps towards social MOOCs; their foundational pedagogy, platforms to create learning communities, methods for assessment and social feedback and concrete experiments. These papers are organized into five sections: background; the role of feedback; platforms for learning communities; experiences with social MOOCs; and looking backwards and looking forward. Technology is not a panacea for the enormous challenges facing today's educators and learners, but this book will be of interest to all those striving to find more effective and humane learning opportunities for a larger group of students.Funded by the European Commission's OpenAIRE2020 project.Peer reviewe

Language learning and technology

By and large, languages, both as first, second or foreign languages remain one of the most important core subjects at every educational level. In early stages, their inclusion in the curriculum is intricately connected with (pre-)literacy practices, but also as a main driver for the successful integration of minority students learning a second language. In addition, the attainment of a certain level of a foreign language by the end of compulsory education is a common goal in most educational systems around the globe. Arguably, the key drivers of success in learning a language range from motivational to attitudinal, but ultimately they also have to do with the amount of target language use, the access to quality input, and especially language teachers' readiness to incorporate the latest educational trends effectively in the language classroom, educational technologies amongst them

European Distance and E-Learning Network (EDEN). Conference Proceedings

Erasmus+ Programme of the European UnionThe powerful combination of the information age and the consequent disruption caused by these unstable environments provides the impetus to look afresh and identify new models and approaches for education (e.g. OERs, MOOCs, PLEs, Learning Analytics etc.). For learners this has taken a fantastic leap into aggregating, curating and co-curating and co-producing outside the boundaries of formal learning environments – the networked learner is sharing voluntarily and for free, spontaneously with billions of people.Supported by Erasmus+ Programme of the European Unioninfo:eu-repo/semantics/publishedVersio

MOOCs for Development? A Study of Indian Learners and their Experiences in Massive Open Online Courses

The study outlined in this thesis provides an account of the demographics, motivations and experiences of Indian learners in Massive Open Online Courses (MOOCs) comparing the UK-based platform FutureLearn and the Indian platform NPTEL (The National Programme on Technology Enhanced Learning). A sequential mixed-methods approach was adopted. A web-based survey (n=2373) was used to collect demographical data and evidence of respondents’ perceptions about their motivations for taking a MOOC, their learning experiences, and any challenges they may have faced while taking a MOOC. The survey phase was followed by 30 semi-structured interviews with learners from both platforms, adding a rich level of qualitative data to the study, revealing the varied experiences and backgrounds of MOOC learners from India. Analysis of the collected data suggests that learners from India tend to be male, younger, more likely to be in formal education, and more educated than participants featured in many existing studies on MOOC learner demographics. Further, the current study outlined several demographic and motivational differences between learners on FutureLearn and NPTEL, likely to be attributable to the distinct objectives of the two platforms. A more in-depth exploration of learners’ experiences suggested that a diverse group of people, particularly on the FutureLearn platform, are using MOOCs to learn more about areas of personal interest, and, in some cases, using FutureLearn resources to assist in their teaching practice. Conversely, learners on the NPTEL platform, who tended to experience more technical challenges such as connectivity issues, were using MOOCs as a supplement to their formal studies, to make up for some of the systemic lack of quality education in many Indian universities. This thesis suggests that educational technology, in the form of MOOCs, might not necessarily be widening participation in education in a Global South context like India. However, it offers a unique insight into the experiences of learners from India, and provides practical recommendations on how best to serve the needs of the varied Indian learners that make use of MOOCs

Building Bridges Towards Self-regulation: The Goal-Setting Behaviour of Adult Language Learners in MOOCs

Massive Open Online Courses (MOOCs) offer educational opportunities to a wide range of learners. Language learners can use these courses to develop knowledge and practise language skills needed daily or in different areas of specialisation. However, learners may not benefit from this learning opportunity if they do not know how to self-regulate their learning. Self-regulated learners employ various processes to master their learning and accomplish their goals. The literature shows that goal setting is a helpful self-regulatory process that contributes to a successful MOOC learning experience. Goal setting is the driving force behind any educational intention and can provide the basis for a strategic plan formulated by learners at the start of a learning task. Moreover, this self-regulatory process holds the key to activating, monitoring, and assessing an effective learning process. Nonetheless, goal-setting support in these online courses is scarce. Research on goal setting in MOOCs has not previously investigated the personal learning goals that learners bring to these non-formal learning environments. This represents a twofold omission in the field of Computer-Assisted Language Learning (CALL), in which MOOCs are themselves an under-researched area. Although CALL practitioners have gradually integrated MOOCs into the L2 classroom, little research has examined adult learners' goals during their MOOC-based learning. To address this gap in the literature, this research uncovers the goal-setting behaviour of 19 adult learners who studied MOOCs for four weeks as part of their classroom-based language courses. To achieve this aim, the researcher gathered and analysed 38 semi-structured interviews, 71 weekly monitoring surveys, 19 open-ended questionnaires and 19 MOOC screenshots. The findings of this study advance the field of CALL by providing a comprehensive picture of the different aspects of language, traditional and non-traditional goals, and MOOC elements involved when L2 adult learners self-regulate their learning online

Evidence-based blended and online learning: course design for university teachers

Universities and their teachers are more than ever required to (re)design their courses considering online environments. Although face-to-face teaching remains fundamental, exploring online alternatives is becoming increasingly necessary. Still, how can university teacher designers proceed with such a change in their courses? What is the most effective way to design an online course? How can university teacher designers attract the attention of students and make teaching interesting and compelling? Evidence-Based Blended and Online Learning: Course Design for University Teachers answers these questions. It provides a thorough evidence-based overview of each step required to make an effective course redesign.The book is aimed at teachers and, more significantly, teacher designers committed to redesigning their courses based on solid principles. The book’s design approach makes it much easier to translate the results of educational research on applying blended learning in educational practice.Jan Nedermeijer has worked as an educational expert for several universities and as a senior expert for PUM Netherlands in several countries. The book synthesises the results of the numerous course- and curriculum-development projects he has conducted over many years. His approach can help university teachers implement IT in feasible, practical and interesting ways.Evidence-Based Blended and Online Learning gives lecturers tailor-made pedagogical suggestions for designing modern higher education. Course design tasks are re-described, using features from technical design, problem solving, and design thinking, where creative design has a unique and essential role. Teaching and Teacher Learning (ICLON

Remote access laboratories for preparing STEM teachers: A mixed methods study

Bandura’s self-efficacy theory provided the conceptual framework for this mixed methods investigation of pre-service teachers’ (PSTs) self-efficacy to teach Science, Technology, Engineering and Mathematics (STEM) subjects. The Science Teaching Efficacy Belief Instrument-B (STEBI-B) was modified to create the Technology Teaching Efficacy Belief Instrument (T-TEBI). Pre-test and post-test T-TEBI scores were measured to investigate changes in PSTs’ self-efficacy to teach technology. Interviews and reflections were used to explore the reasons for changes in pre-service teachers’ self-efficacy. This paper reports results from a pilot study using an innovative Remote Access Laboratory system with PSTs

XVIII Simposio Internacional de Informática Educativa, SIIE 2016

El Simposio Internacional de Informática Educativa (SIIE) ofrece un foro internacional para la presentación y debate de los últimos avances en investigación sobre las tecnologías para el aprendizaje y su aplicación práctica en los procesos educativos. También pretende poner en contacto a investigadores, desarrolladores, representantes institucionales y profesores para compartir puntos de vista, conocimientos y experiencias