Case Study D: Identifying Students in Need of Targeted Support
Case Study D: Identifying Students in Need of Targeted Support
Student Intervention Guide
Analytics is invaluable for answering questions, but impact can only be achieved by acting on the answers. This guide outlines some of the key considerations for developing effective data-informed student interventions.
Case Study E: Assessing Students’ Engagement and Responses
Case Study E: Assessing Students’ Engagement and Responses
Case Study F: Balancing Quantitative and Qualitative Data to Drive Change
Case Study F: Balancing Quantitative and Qualitative Data to Drive Change
Case Study G: Using Standard Blackboard Features to Assess Students’ Usage of the VLE
Case Study G: Using Standard Blackboard Features to Assess Students’ Usage of the VLE
Case Study H: Using Data to Identify Students that have not Accessed the VLE and Incorporating Feedback into Module
Case Study H: Using Data to Identify Students that have not Accessed the VLE and Incorporating Feedback into Module
Case Study I: Challenges in Identifying Correlation in a Small Module
Case Study I: Challenges in Identifying Correlation in a Small Module
Case Study J: Collating Data from Multiple Sources to Identify At-Risk Students
Case Study J: Collating Data from Multiple Sources to Identify At-Risk Students
Assessing the Success of Analytics-led Interventions
Analytics is an evidence-based methodology that prizes empirical information. As such it is appropriate that institutions should be able to provide an evidential foundation for the success of analytics itself. HEIs should seek to iteratively assess the effectiveness of their analytics strategy to ensure that it is having a positive impact on students’ experience. This document briefly discusses some of the considerations and challenges that should be born in mind when institutions are attempting analytical self-reflection.
Learning Analytics Features in Moodle
This guide details some of the key reporting features in Moodle that can be of benefit to staff who teach that wish to employ a data-informed approach to their practice.
