Cognitive versus behavioral learning analytics dashboards for supporting learner’s awareness, reflection, and learning process

ABSTRACT

Several governments across the world have temporarily closed educational institutions due to the COVID-19 pandemic. In response, numerous universities have seen a growing trend towards online learning scenarios. Thus, learning takes place not just within a person, but within and across the networks. However, the current implementations of open learning scenarios are facing many challenges, including: a) there is no systematic feature to track, evaluate and report the online learning activities of students; b) lack of immediacy and personal feedback; and c) lack of self-reflection. Consequently, Learning Analytics (LA) is one of the most distinguished solutions to address these challenges. In this study, the two kinds of LA dashboard, behavioral and cognitive, have been investigated. The methodological approach taken in this investigation was adopted from a design-based research framework, which blends empirical educational research with the theory-driven design of online learning environments. The initial sample consisted of 320 undergraduate nursing students. The cohort was divided into two groups according to the two types of LA dashboard. The findings have argued that behavioral dashboards took precedence over data evaluation items, while cognitive dashboards had the advantage in achieving the goals of LA – e.g., awareness, self-reflection, and impact on learning process.

KEYWORDS:

• Learning analytics
• personalized learning
• adaptive learning
• distributed learning
• student dashboard

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.

Notes on contributors

Ahmed Mohamed Fahmy Yousef

Ahmed Mohamed Fahmy Yousef is a faculty member at Fayoum University, Egypt. Responsibilities of this position include teaching undergraduate, master's and PhD level courses in Educational Technology along with courses in learning theory, distributed learning, educational research, web design technologies, learning management systems, online assessment strategies, and curriculum theory and development, which are offered across the department's programs. He designs and evaluates new learning technologies that aim at combining cognitive science, learning analytics, and interactive media to enhance students’ learning outcomes in connected learning environments. Dr. Ahmed received his undergraduate B.Sc. degree in Education Technology (Excellent with Honors degree, 2002) from Cairo University, Egypt. He acquired his two diploma and master's degree in Education Technology, with specialization in online learning environments, with grade “Excellent” from Ain Shams University, Egypt. He holds a Ph.D. in Computer Science (Learning Technologies) Highest Distinction with grade “Magna Cum Laude” from RWTH Aachen University, Germany. He is a co-founder of L²P bMOOC project at RWTH Aachen University, which combines in-class instruction with high-quality MOOCs that can improve teaching practice, learning outcomes and learner engagement and resolve in some of the hurdles facing stand-alone MOOCs. He moved to the United States in 2017 and held visiting scholar position from Fulbright at The University of Colorado Boulder for the Academic Year 2017–2018. Throughout his career, Dr. Ahmed has published over 30 peer-reviewed papers in reputed international journals and conferences. He also has won several awards, including the prestigious best paper award from The Sixth International Conference on Mobile, Hybrid, and On-line Learning, Barcelona, Spain in 2014 and Fayoum University Excellence Award in International Scientific Publishing in 2015.

Research Interests

• Massive Open Online Courses (MOOCs)

• Alternative Assessment Methodologies and Technologies

• Personalized learning

• Blended learning

• Connected learning.

• Human Computer Interaction

• Learning Analytics

Scopus ID: 55918980800

Web of Science Researcher ID: ABG-4092-2020

Google Scholar: https://scholar.google.com/citations?user=We0GhPQAAAAJ&hl=en

Ahmed Ramadan Khatiry

Ahmed Ramadan Khatiry is an assistance professor in the Faculty of Education, Fayoum University. Currently, he got a position at Educational Studies Department – Rustaq College of Education – University of Technology and Applied Sciences – Oman. He received his Ph.D. in 2014 (Educational Science): Foundations of Education Department, Faculty of Education, Fayoum University through a channel system mission with Turin University. During his position at Fayoum University he served as:

• Vice-head of quality assurance unit

• Director of center of excellence in education for sustainable development

• Coordinator of students’ activities

• A member of strategic plan team.

Scopus Author ID: 57219051079

PublonsID: https://publons.com/researcher/4263626/ahmed-khtere/