Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Gazi University, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2022
Thesis Language: Turkish
Student: MERTCAN ÜNAL
Supervisor: Tolga Güyer
Open Archive Collection: AVESIS Open Access Collection
Abstract:
Learning analytics are defined as methods and techniques for collecting, analyzing, measuring and reporting data for learners and learning environments (Siemens and Gasevic, 2012). Learning analytics are an interdisciplinary work area that covers many topics such as e-learning, machine learning, artificial intelligence and statistics (Chatti et al., 2012). Today, the spread of e-learning environments has increased the importance of using learning analytics in research aimed at improving learning in these environments. Learning analytics indicators can be defined as critical data from learners and/or learning environments that are not associated with learning, but can be used to understand, analyze and achieve a variety of learning outcomes. Although some key learning analytics indicators are presented in various learning management systems, there are no analytical indicators calculated based on algorithmic methods or using complex formulas. This research was conducted in the first type of developmental research method. The first type is defined as designing, developing and evaluating a particular product (Richey, Klein and Nelson, 2004). The purpose of this study is to develop an open access online learning platform that calculates and reports learning analytics indicators that researchers can use in a practical way without technical skills. A four-stage work plan has been created to fulfill the two sub-objectives set out for this purpose. In the first stage of the study, which was carried out for the first sub-purpose, critical and priority learning analytics indicators were determined using the Delphi technique, and it was decided which student data would be analyzed in order to calculate these indicators. With Delphi rounds, a 62-item learning analytics indicator candidate list obtained from experts and literature was created. As a result of the four Delphi rounds, a consensus was reached on 41 learning analytics indicators in 3 dimensions (demographic, descriptive and algorithmic); no consensus has been reached on 21 learning analytics indicators. In the next step, which was carried out for the second sub-purpose of the study, a learning platform was developed that will allow researchers to create an online learning environment easily and quickly by uploading their content to the system. At this stage, computational algorithms were developed in line with the expert opinions and the literature on the descriptive and algorithmic indicators of 41 learning analytics indicators, and all indicators were integrated into the open access online learning platform for reporting. The usability study of the open access online learning platform, which emerged as a product in the last stage, which was carried out for the second sub-purpose of the study, was carried out with the participation of 15 people in each user status (student, researcher and administrator). It has been observed that the learning environment developed within the scope of the study has high usability values in the dimensions of effectiveness, efficiency and satisfaction. In the light of the data obtained from usability tests and user opinions, improvements were made in the learning environment. It is thought that the indicators reported in the online learning platform developed within the scope of the study will contribute to the field in terms of allowing complex learning analytics to be calculated.
Key Words : Learning Analytics, Learning Analytics Indicator, E-learning, Usability