Analytics for Action: Assessing effectiveness and impact of data informed interventions on online modules

Authors

  • Rafael Hidalgo The Open University
  • Gerald Evans The Open University

DOI:

https://doi.org/10.5944/ried.23.2.26450

Keywords:

Learning Analytics, Analytics framework, Learning Design, Interventions, Evidence, Impact

Abstract

Investigating effectiveness of learning analytics is a major topic of research, with a recent systematic review finding 689 papers in this field (Larrabee Sonderlund et al., 2019). Few of these (11 out of 689) highlight the potential of interventions based on learning analytics. The Open University UK (OU) is one of few institutions to systematically develop and implement a learning analytics framework at scale. This paper reviews the impact of one part of this framework - the Analytics for Action (A4A) process, focusing on the 2017-18 academic year and reviewing both feedback from module teams and interventions coming out of the process. The A4A process includes hands-on training for staff, followed by data support meetings with educators when the course is live to students. The aim being to help educators with making informed, evidence-based interventions to aid student retention and engagement.  Findings from this study indicate that participants are satisfied with the training and that the data support meetings are helping in providing new perspectives on the data. The scope and nature of actions taken by module teams varies widely, ranging from no intervention at all to interventions spanning over multiple presentations. In some cases, measuring the impact of the actions taken will require data analysis from further presentations. The paper also presents findings indicating room for improvement in the follow up of the actions agreed, support given to module teams to implement such actions and final evaluation of impact on student outcomes.

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Author Biographies

Rafael Hidalgo, The Open University

Rafael holds an MSc in Electronic Engineering and a Media MBA. He joined the Open University in 2004 as a Media Project Manager and is currently a Senior Learning Designer at LDS. Before joining the OU Rafael had a 15 years long career in the broadcasting industry, in technical and senior management roles.

Rafael is currently researching the use of learning analytics as a tool to inform and improve the design of OU modules.

 He is also working in the use of interactive video in education, in particularly in a distance learning environment. 

Gerald Evans, The Open University

Gerald is Head of Learning Design at the Open University, is a Senior Fellow of the HEA and has an MBA. Prior to his current role, Gerald worked on Learning Design across a range of STEM and business modules at the OU.

His areas of interest are around collaborative online activities and in using learning analytics as a tool for both evaluating and improving subsequent design of curriculum.

References

Dawson, S., Jovanovic, J., Gašević, D. and Pardo, A. (2017). "From prediction to impact: evaluation of a learning analytics retention program," in Proceedings of the Seventh International Learning Analytics & Knowledge Conference. ACM, pp. 474–478. doi: 1

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Published

2020-07-01

How to Cite

Hidalgo, R., & Evans, G. (2020). Analytics for Action: Assessing effectiveness and impact of data informed interventions on online modules. RIED. Revista Iberoamericana De Educación a Distancia, 23(2), 103–125. https://doi.org/10.5944/ried.23.2.26450

Issue

Vol. 23 No. 2 (2020): Special Issue. Learning analytics and data-driven education: A growing field

Section

Special Issue

License

Copyright (c) 2020 RIED. Revista Iberoamericana de Educación a Distancia

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