Learning analytics for open and distance education

Cover of learning analytics reportJust published, Learning Analytics for Open and Distance Education, an edition of CEMCA EdTech Notes. This is a topical start-up guide series on emerging topics in the field of educational media. CEMCA, based in New Delhi, is the Commonwealth Educational Media Centre for Asia. Its mission is to assist governments and institutions to expand the scale, efficiency and quality of learning by using multiple media in open, distance and technology-enhanced learning.

Ferguson, R. (2013). Learning Analytics for Open and Distance Education. In S. Mishra (Ed.), CEMCA EdTech Notes. New Delhi, India: Commonwealth Educational Media Centre for Asia (CEMCA).

Report introduction

Learning analytics make use of large datasets in order to improve learning and the environments in which it takes place. Students and educators can use these analytics to review work that has been done in the past, to support current study and to access recommendations for future activities. In the context of open and distance education, analytics are able to draw on information about online learning activity in order to support teachers and to help guide learners. Many of the major learning management systems (LMSs) used to support education worldwide currently have basic-level learning analytics built into them, and new tools are currently under development that will expand the use of analytics within open and distance education.

 

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