Using Learning Management Systems to Support Students' Collaborative Learning in Higher Education

Learning Management Systems (LMS) are web-based systems for the distribution, management and retrieval of course materials, and to support communication between students and instructors. A LMS can also support peer collaboration by providing students with the capacity to create their own project sites. In this paper we present data from system logs, surveys, and interviews to investigate how one such system, CTools, is used by students at a large public university to facilitate peer learning.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/108483/1/CSCL_2007_Project_Sites.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/108483/2/CSCL_2007_Project_Sites_Poster.pdfDescription of CSCL_2007_Project_Sites.pdf : Main articleDescription of CSCL_2007_Project_Sites_Poster.pdf : Poster Fil

What Happens to the Scores? The Effects of Learning Management Systems Use on Students' Course Evaluations

Learning Management Systems (LMS) are web-based systems that allow instructors and/or students to share materials, submit and return assignments, and communicate online. In this study, we explored the possible effects of LMS use on students' assessments of courses, instructor effectiveness, and their own learning. We examined the relationship between instructors' LMS use over two academic terms and three items from students’ course evaluations, and used the results from a user survey to inform our understanding of the relationship between course ratings and LMS use. Findings suggest that students do not rate courses more highly when instructors use LMSs. However, survey data shows that students value LMSs but perhaps for reasons different from instructors’. As instructors gain experience with tools within LMSs that foster interaction outside the classroom, their use of these systems may lead to improvements in course evaluation scores.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/108482/1/AERA_2007_Eval_Paper.pd

Cultivating Institutional Capacities for Learning Analytics

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/138371/1/he20243.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/138371/2/he20243_am.pd

Student Use of a Learning Management System for Group Projects: A Case Study Investigating Interaction, Collaboration, and Knowledge Construction.

Web-based Learning Management Systems (LMS) allow instructors and students to share instructional materials, make class announcements, submit and return course assignments, and communicate with each other online. Previous LMS-related research has focused on how these systems deliver and manage instructional content with little concern for how students' constructivist learning can be encouraged and facilitated. This study investigated how students use LMS to interact, collaborate, and construct knowledge within the context of a group project but without mediation by the instructor. The setting for this case study was students' use in one upper-level biology course of the local LMS within the context of a course-related group project, a mock National Institutes of Health grant proposal. Twenty-one groups (82 students) voluntarily elected to use the LMS, representing two-thirds of all students in the course. Students' peer-to-peer messages within the LMS, event logs, online surveys, focus group interviews, and instructor interviews were used in order to answer the study's overarching research question. The results indicate that students successfully used the LMS to interact and, to a significant extent, collaborate, but there was very little evidence of knowledge construction using the LMS technology. It is possible that the ease and availability of face-to-face meetings as well as problems and limitations with the technology were factors that influenced whether students' online basic interaction could be further distinguished as collaboration or knowledge construction. Despite these limitations, students found several tools and functions of the LMS useful for their online peer interaction and completion of their course project. Additionally, LMS designers and implementers are urged to consider previous literature on computer-supported collaborative learning environments in order to better facilitate independent group projects within these systems. Further research is needed to identify the best types of scaffolds and overall technological improvements in order to provide support for online collaboration and knowledge construction.Ph.D.EducationUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/64743/1/slonn_1.pd

Increasing Academic Success in Undergraduate Engineering Education using Learning Analytics: A Design-Based Research Project

This paper describes the first iteration of a design-based research project that developed an early warning system (EWS) for an undergraduate engineering mentoring program. Using near real-time data from a university’s learning management system, we provided academic mentors with timely and targeted data on students’ developing academic progress. Over two design phases, we developed an EWS and examined how mentors used the EWS in their support activities. Findings from this iteration of the project point to the importance of locating analytics-based interventions within and across multiple activity systems that link mentors’ interactions with an EWS and their interventions with students.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/106032/1/aera2012_krumm_learning_analytics.pd

Is your institution ready to innovate with learning analytics?

Online learning has frequently been exemplified as a revolutionary instrument, particularly in higher education. Similarly, learning analytics has been lauded as a means to identify students who need help, empower students to be more independent, and personalize the learning experience. Online learning and learning analytics blend nicely in education\u27s quest for a transformational paradigm and, while conceptually appealing, institutions should be deliberate in their decision to adopt learning analytics. Institutional readiness for learning analytics is a complex endeavor involving a broad spectrum of resources and skills. Institutional reflection and self-study may allow stakeholders to set more realistic implementation goals. We\u27ll discuss the broad idea of institutional capacity and readiness for successful learning analytics innovations. Learning Objectives: Understand the broad concepts and themes associated with learning analytics readiness | Understand the complex nature of scalable and sustainable learning analytics initiative

Analytics readiness: Is your institution primed for success?

What is necessary for an institution to begin using analytics to inform teaching and learning? This session will review and discuss current findings and components of learning analytics frameworks as identified by experts in the field. The audience will engage in discussion and hands-on activities that synthesize these ideas to begin to identify the readiness of learning analytics success at their own institutions. Furthermore, participants will collaboratively develop the core elements of a crowdsourced survey instrument that will focus on the elements necessary for institutional-level readiness and the likelihood of achieving success in learning analytics

An Analysis of the TRANSITION Study

Funding Information: This study was funded by Novartis . Funding Information: This study was funded by Novartis. The authors thank Tripti Sahu of Novartis Healthcare Pvt. Ltd. for providing medical writing support in accordance with Good Publication Practice (GPP 2022) guidelines (https://www.ismpp.org/gpp-2022). Publisher Copyright: © 2023 The AuthorsBackground: Treatment of patients with heart failure with reduced ejection fraction (HFrEF) and renal dysfunction (RD) is challenging owing to the risk of further deterioration in renal function, especially after acute decompensated HF (ADHF). Methods and Results: We assessed the effect of RD (estimated glomerular filtration rate of ≥30 to <60 mL/min/1.73 m2) on initiation, up-titration, and tolerability of sacubitril/valsartan in hemodynamically stabilized patients with HFrEF admitted for ADHF (RD, n = 476; non-RD, n = 483). At week 10, the target dose of sacubitril/valsartan (97/103 mg twice daily) was achieved by 42% patients in RD subgroup vs 54% in non-RD patients (P < .001). Sacubitril/valsartan was associated with greater estimated glomerular filtration rate improvements in RD subgroup than non-RD (change from baseline least squares mean 4.1 mL/min/1.73 m2, 95% confidence interval 2.2–6.1, P < .001). Cardiac biomarkers improved significantly in both subgroups; however, compared with the RD subgroup, the improvement was greater in those without RD (N-terminal pro-brain natriuretic peptide, −28.6% vs −44.8%, high-sensitivity troponin T −20.3% vs −33.9%) (P < .001). Patients in the RD subgroup compared with those without RD experienced higher rates of hyperkalemia (16.3% vs 6.5%, P < .001), investigator-reported cardiac failure (9.7% vs 5.6%, P = .029), and renal impairment (6.4% vs 2.1%, P = .002). Conclusions: Most patients with HFrEF and concomitant RD hospitalized for ADHF tolerated early initiation of sacubitril/valsartan and showed significant improvements in estimated glomerular filtration rate and cardiac biomarkers. Clinical Trial Registration: NCT02661217.proofepub_ahead_of_prin

Contemporary spinal cord protection during thoracic and thoracoabdominal aortic surgery and endovascular aortic repair: a position paper of the vascular domain of the European Association for Cardio-Thoracic Surgery†

Ischaemic spinal cord injury (SCI) remains the Achilles heel of open and endovascular descending thoracic and thoracoabdominal repair. Neurological outcomes have improved coincidentially with the introduction of neuroprotective measures. However, SCI (paraplegia and paraparesis) remains the most devastating complication. The aim of this position paper is to provide physicians with broad information regarding spinal cord blood supply, to share strategies for shortening intraprocedural spinal cord ischaemia and to increase spinal cord tolerance to transitory ischaemia through detection of ischaemia and augmentation of spinal cord blood perfusion. This study is meant to support physicians caring for patients in need of any kind of thoracic or thoracoabdominal aortic repair in decision-making algorithms in order to understand, prevent or reverse ischaemic SCI. Information has been extracted from focused publications available in the PubMed database, which are cohort studies, experimental research reports, case reports, reviews, short series and meta-analyses. Individual chapters of this position paper were assigned and after delivery harmonized by Christian D. Etz, Ernst Weigang and Martin Czerny. Consequently, further writing assignments were distributed within the group and delivered in August 2014. The final version was submitted to the EJCTS for review in September 201