by John Fritz and John Whitmer, EDUCAUSE Review
Findings from two research studies at scale reveal the implications of learning analytics research for designing courses in learning management systems. Data-driven interventions shine light on our institutional conceptions of learning, who our students are, and our responsibility — or perhaps our willingness — to support students. By focusing the lens of analytics on course design, we may be able to define success in a way that is more intuitive and compelling to faculty and thus facilitates a more scalable approach toward course redesign for improved student success.
http://er.educause.edu/articles/2017/2/learning-analytics-research-for-lms-course-design-two-studies
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