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Learning Management Systems: A Shift Toward Learning and Academic Analytics.

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Title: Learning Management Systems: A Shift Toward Learning and Academic Analytics.
Authors: Marks, Adam1 adam-marks@hotmail.com, AL-Ali, Maytha1 maytha.alali@zu.ac.ae, Rietsema, Kees2 rietsed37@erau.edu
Source: International Journal of Emerging Technologies in Learning. 2016, Vol. 11 Issue 4, p77-82. 6p. 2 Charts.
Subject Terms: *Learning, *Comprehension, *Education, *Higher education, *Postsecondary education
Abstract: This paper presents the major findings from a study conducted with six different universities in the U.S. regarding their use of the Learning Analytics (LA) capabilities available within their learning management systems (LMS). Data was collected from an online survey instrument, in-depth interviews with IT directors and academic administrators, and a case study in Embry-Riddle Aeronautical University. One observation is that universities are attempting to make better use of new analytics functions and the data stored in the university LMS in order to make more informed decisions regarding short-term and longterm goals and objectives. The new functions include analytics performed at the institutional level, college level, degreeprogram level, course level, and even course section level. Courses and degree programs as well as learning performance and objectives can be measured and analyzed using different goals, criteria, and accreditation requirements. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Emerging Technologies in Learning is the property of International Association of Online Engineering (IAOE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Learning Management Systems: A Shift Toward Learning and Academic Analytics.
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  Data: <searchLink fieldCode="AR" term="%22Marks%2C+Adam%22">Marks, Adam</searchLink><relatesTo>1</relatesTo><i> adam-marks@hotmail.com</i><br /><searchLink fieldCode="AR" term="%22AL-Ali%2C+Maytha%22">AL-Ali, Maytha</searchLink><relatesTo>1</relatesTo><i> maytha.alali@zu.ac.ae</i><br /><searchLink fieldCode="AR" term="%22Rietsema%2C+Kees%22">Rietsema, Kees</searchLink><relatesTo>2</relatesTo><i> rietsed37@erau.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Emerging+Technologies+in+Learning%22">International Journal of Emerging Technologies in Learning</searchLink>. 2016, Vol. 11 Issue 4, p77-82. 6p. 2 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Comprehension%22">Comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Postsecondary+education%22">Postsecondary education</searchLink>
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  Data: This paper presents the major findings from a study conducted with six different universities in the U.S. regarding their use of the Learning Analytics (LA) capabilities available within their learning management systems (LMS). Data was collected from an online survey instrument, in-depth interviews with IT directors and academic administrators, and a case study in Embry-Riddle Aeronautical University. One observation is that universities are attempting to make better use of new analytics functions and the data stored in the university LMS in order to make more informed decisions regarding short-term and longterm goals and objectives. The new functions include analytics performed at the institutional level, college level, degreeprogram level, course level, and even course section level. Courses and degree programs as well as learning performance and objectives can be measured and analyzed using different goals, criteria, and accreditation requirements. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Emerging Technologies in Learning is the property of International Association of Online Engineering (IAOE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=114317857
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