Using Learning Analytics to Understand K– 12 Learner Behavior in Online Video-Based Learning.

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Bibliographic Details
Title:	Using Learning Analytics to Understand K– 12 Learner Behavior in Online Video-Based Learning.
Authors:	Vale, Eamon¹, Falloon, Garry¹
Source:	Online Learning. Mar2024, Vol. 28 Issue 1, p44-68. 25p.
Subject Terms:	Active learning, Online education, Learning, Interactive learning, *Classroom environment
Abstract:	This research investigated the potential of learning analytics (LA) as a tool for identifying and evaluating K–12 student behaviors associated with active learning when using video learning objects within an online learning environment (OLE). The study focused on the application of LA for evaluating K–12 student engagement in videobased learning—an area of inquiry highlighted in literature as important but significantly under-researched. Results determined that the LA method could identify active-learning behaviors and that LA can play a valuable role in providing information on learner activity in autonomous K–12 OLEs. However, LA did not provide a complete picture of learner behavior and viewing strategies, highlighting the importance of a multi-method approach to research on K–12 online learner behaviors. It is anticipated the accessible approach outlined in this study will provide educators with a viable means of using LA techniques to better understand how learners interact with course content and learning objects, greatly assisting the design of online learning programs. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This research investigated the potential of learning analytics (LA) as a tool for identifying and evaluating K–12 student behaviors associated with active learning when using video learning objects within an online learning environment (OLE). The study focused on the application of LA for evaluating K–12 student engagement in videobased learning—an area of inquiry highlighted in literature as important but significantly under-researched. Results determined that the LA method could identify active-learning behaviors and that LA can play a valuable role in providing information on learner activity in autonomous K–12 OLEs. However, LA did not provide a complete picture of learner behavior and viewing strategies, highlighting the importance of a multi-method approach to research on K–12 online learner behaviors. It is anticipated the accessible approach outlined in this study will provide educators with a viable means of using LA techniques to better understand how learners interact with course content and learning objects, greatly assisting the design of online learning programs. [ABSTRACT FROM AUTHOR]
ISSN:	24725749
DOI:	10.24059/olj.v28i1.3675