Yasemin GÜLBAHAR, Hale ILGAZ

3218

Premise of Learning Analytics for Educational Context: Through Concept to Practice

— Öğrenme-öğretme süreçlerinin etkililiğinin değerlendirilmesi ve kalitenin arttırılması amacıyla süreçte kaydedilen verilerin kullanılmasının inceleyen alana “öğrenme analitikleri” adı verilmektedir. Bu verilerin analizine bağlı olarak sürecin kalitesinin geliştirilebilmekte, yeni uygulamalara dair kararlar verilebilmekte ve olası tahminler ile öneriler yürütülebilmektedir. Bu nedenle “öğrenme analitikleri” kavramı e-öğrenmenin gelişimi için önemli bir çalışma alanı olarak karşımıza çıkmaktadır. Bu çalışmada öğrenme analitikleri, kurumsal ve e-öğrenme ortamları olmak üzere iki açıdan ele alınmıştır. Moodle Öğrenme Yönetim Sistemi bir e-öğrenme ortamı olarak seçilmiş ve SAS’ın ortaya koymuş olduğu Öğrenme Analitikleri Seviyeleri açısından incelenmiştir. Bu incelemeye göre uygulamaya yönelik öneriler geliştirilmiştir. Her ne kadar öğrenme analitikleri çoğunlukla nicel veriye dayalı gibi görünse de çeşitli yaklaşımlarla nitel yansımalar da elde edilerek konu hakkında daha güçlü ve detaylı bilgilere ulaşılabilir. Öğrenciye odaklanmanın yanı sıra araştırmalarda ders, program ve kurumsal düzeyde öğretici ve yöneticilere de odaklanarak öğretim tasarımı ve etkili öğretim için en ideal uygulamalara dair veriler elde edilebilir.

The idea of using recorded data for evaluating the effectiveness of teaching-learning process and using the outcomes for improvement and enhancing quality lead to the emergence of the field known as “learning analytics”. Based on the analysis of this data, possible predictions could be reached to make suggestions and give decisions in order to implement interventions for the improvement of the quality of the process. Hence, the concept of “learning analytics” is a promising and important field of study, with its processes and potential to advance e-learning. In this study, learning analytics are defined in two ways - business and e-learning environments. As an e-learning environment, Moodle LMS was chosen and analyzed through SAS Level of Analytics. According to the analysis, some practical ideas developed. However learning analytics seem to be mostly based on quantitative data, whereas qualitative insights can also be gained through various approaches which can be used to strengthen the numerical data by providing detailed facts about a phenomenon. Thus, in addition to focusing on the learner, for research studies at the course, program, and institutional level; the research should include instructors and administrators in order to reveal the best practices of instructional design and fulfil the premise of effective teaching. 
Keywords:

learning analytics moodle, learning analytic tools,

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Bilişim Teknolojileri Dergisi-Cover
  • ISSN: 1307-9697
  • Yayın Aralığı: Yılda 4 Sayı
  • Başlangıç: 2008
  • Yayıncı: Gazi Üniversitesi Bilişim Enstitüsü
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