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  <doc>
    <id>1044</id>
    <completedYear/>
    <publishedYear>2022</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>1</pageFirst>
    <pageLast>6</pageLast>
    <pageNumber>6 Seiten</pageNumber>
    <edition/>
    <issue/>
    <volume/>
    <type>article</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>--</completedDate>
    <publishedDate>2022-01-25</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Applying Learning Analytics in Online Environments: Measuring Learners’ Engagement Unobtrusively</title>
    <abstract language="eng">Prior to the emergence of Big Data and technologies such as Learning Analytics (LA), classroom research focused mainly on measuring learning outcomes of a small sample through tests. Research on online environments shows that learners’ engagement is a critical precondition for successful learning and lack of engagement is associated with failure and dropout. LA helps instructors to track, measure and visualize students’ online behavior and use such digital traces to improve instruction and provide individualized support, i.e., feedback. This paper examines 1) metrics or indicators of learners’ engagement as extracted and displayed by LA, 2) their relationship with academic achievement and performance, and 3) some freely available LA tools for instructors and their usability. The paper concludes with making recommendations for practice and further research by considering challenges associated with using LA in classrooms.</abstract>
    <parentTitle language="eng">Frontiers in Education</parentTitle>
    <identifier type="doi">10.3389/feduc.2022.840947</identifier>
    <identifier type="urn">urn:nbn:de:bvb:739-opus4-10440</identifier>
    <enrichment key="SourceTitle">Frontiers in Education, January 2022, volume 7, article 840947</enrichment>
    <enrichment key="opus.source">publish</enrichment>
    <licence>Creative Commons - CC BY - Namensnennung 4.0 International</licence>
    <author>Sima Caspari-Sadeghi</author>
    <collection role="ddc" number="153">Kognitive Prozesse, Intelligenz</collection>
    <collection role="open_access" number="">open_access</collection>
    <collection role="institutes" number="">Philosophische Fakultät</collection>
    <collection role="FundingAcknowledgement" number="">Gefördert durch den Open-Access-Publikationsfonds der Universitätsbibliothek Passau.</collection>
    <thesisPublisher>Universität Passau</thesisPublisher>
    <file>https://opus4.kobv.de/opus4-uni-passau/files/1044/Caspari_Applying_PDFA2U.pdf</file>
  </doc>
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