Öğrenme Analitiklerine Dayalı Gösterge Paneli Müdahalesinin Öğrenci Etkileşimi ve Akademik Başarısına Etkisi
Ambargo SüresiAcik erisim
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Along with the developing technology, an increase is observed in the use of distance education environments. In distance education, unlike traditional education environments, learner-instructor interaction, learner-learner interaction or learner-content interaction are also carried out with technological methods. This difference in distance education environments brought along problems such as academic failure in education and low participation in the course. Studies in the field of education in recent years focus on problems such as academic failure, course dropout or low engagement during the distance education process. Various suggestions are offered to overcome these problems. One of these suggestions is that developing interventions based on learning analytics. With the help of learning analytics, it is possible to apply instructional interventions to learners who are considered to be at-risk in terms of situations such as dropping out of the course or failed the course. When the literature is examined, it is seen that studies on instructional interventions draw attention, while the studies examining the effectiveness of the interventions are not sufficient. There are also a limited number of studies examining whether the impact on learners has changed with the change of intervention type. This study aims to examine the effects of interventions based on learning analytics on the academic success of the learners and their engagement. The findings show that the learning analytics dashboard increase students' interaction with course components. In addition, the difference in academic achievement between students who are determined at risk of failing and students who are not at risk tends to decrease.