LEARNING ANALYTICS TO EVALUATE THE EFFECTIVENESS OF HIGHER EDUCATION STUDENT FAILURE PREVENTION.
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| Title: | LEARNING ANALYTICS TO EVALUATE THE EFFECTIVENESS OF HIGHER EDUCATION STUDENT FAILURE PREVENTION. |
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| Authors: | Floris, Francesco1, Marchisio, Marina1, Sacchet, Matteo1, Rabellino, Sergio2 |
| Source: | Proceedings of the IADIS International Conference on Cognition & Exploratory Learning in Digital Age. 2020, p265-272. 8p. |
| Subject Terms: | *Higher education, *Online education, *College students, *Postsecondary education, *Curriculum |
| Abstract: | Open Online Courses can serve different purposes: in the case of Orient@mente at the University of Torino, they aim at facilitating the transition from secondary to tertiary education with automatic evaluation tests that students can try in order to understand their capabilities in - and their attitude towards - certain disciplines, and with remedial courses to fill the gaps in their knowledge. The university strategy of Orient@mente first started in 2014 and, after six years of deployment of the online platform, it has collected many data from students that were interested in starting a university course. The natural comparison and correlation analysis juxtapose the academic results of students who practice self-assessment in Orient@mente with the other university students. The measurable that we considered in this comparison is the average number of ECTS acquired during the first year, since this is a number that is considered for the university evaluation system - stakeholders in particular check the number of students who obtain more than 40 first-year ECTS. According to specific rules, we put together dataset from different origins, the platform logs, and users with the university record system. The results of this analysis, presented in this work, confirm the positive impact of Orient@mente on students, with statistical significance. [ABSTRACT FROM AUTHOR] |
| Copyright of Proceedings of the IADIS International Conference on Cognition & Exploratory Learning in Digital Age is the property of International Association for Development of the Information Society (IADIS) 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 152909662 AccessLevel: 6 PubType: Conference PubTypeId: conference PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: LEARNING ANALYTICS TO EVALUATE THE EFFECTIVENESS OF HIGHER EDUCATION STUDENT FAILURE PREVENTION. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Floris%2C+Francesco%22">Floris, Francesco</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Marchisio%2C+Marina%22">Marchisio, Marina</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Sacchet%2C+Matteo%22">Sacchet, Matteo</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Rabellino%2C+Sergio%22">Rabellino, Sergio</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Proceedings+of+the+IADIS+International+Conference+on+Cognition+%26+Exploratory+Learning+in+Digital+Age%22">Proceedings of the IADIS International Conference on Cognition & Exploratory Learning in Digital Age</searchLink>. 2020, p265-272. 8p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Postsecondary+education%22">Postsecondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Open Online Courses can serve different purposes: in the case of Orient@mente at the University of Torino, they aim at facilitating the transition from secondary to tertiary education with automatic evaluation tests that students can try in order to understand their capabilities in - and their attitude towards - certain disciplines, and with remedial courses to fill the gaps in their knowledge. The university strategy of Orient@mente first started in 2014 and, after six years of deployment of the online platform, it has collected many data from students that were interested in starting a university course. The natural comparison and correlation analysis juxtapose the academic results of students who practice self-assessment in Orient@mente with the other university students. The measurable that we considered in this comparison is the average number of ECTS acquired during the first year, since this is a number that is considered for the university evaluation system - stakeholders in particular check the number of students who obtain more than 40 first-year ECTS. According to specific rules, we put together dataset from different origins, the platform logs, and users with the university record system. The results of this analysis, presented in this work, confirm the positive impact of Orient@mente on students, with statistical significance. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Proceedings of the IADIS International Conference on Cognition & Exploratory Learning in Digital Age is the property of International Association for Development of the Information Society (IADIS) 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.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 265 Subjects: – SubjectFull: Higher education Type: general – SubjectFull: Online education Type: general – SubjectFull: College students Type: general – SubjectFull: Postsecondary education Type: general – SubjectFull: Curriculum Type: general Titles: – TitleFull: LEARNING ANALYTICS TO EVALUATE THE EFFECTIVENESS OF HIGHER EDUCATION STUDENT FAILURE PREVENTION. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Floris, Francesco – PersonEntity: Name: NameFull: Marchisio, Marina – PersonEntity: Name: NameFull: Sacchet, Matteo – PersonEntity: Name: NameFull: Rabellino, Sergio IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2020 Type: published Y: 2020 Titles: – TitleFull: Proceedings of the IADIS International Conference on Cognition & Exploratory Learning in Digital Age Type: main |
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