Towards Networked Learning Analytics – A concept and a tool(11)

CONCLUSIONS

A greater understanding of how learners communicate, complete tasks and construct new knowledge through navigation in a LMS or collaborative dialogue can help online educators create such tasks more effectively. Understanding and evaluation of learners’ interactions in networked learning environments is a difficult, resource and expertise demanding task. It is still an important topic in the field of networked learning. Educators participating in online learning environments, have very little support by integrated tools to evaluate students’ activities and identify learners’ online browsing behavior and interactions.

As a consequence, educators are in need for non-intrusive and automatic ways to get feedback from learners’ progress in order to better follow their learning process and appraise the online course effectiveness.

In this paper we proposed an innovative approach (supported by a specialized tool) for analyzing learners interaction in networked learning environments which has adopted many issues from web analytics and put them in a the networked context using the specific requirements and semantics of the field. This approach has been successfully applied with real data concerning two postgraduate courses of the University of Piraeus, Department of Technology Education and Digital Systems, namely Human-Computer Interaction and Learning Management Systems.

This action-based approach is quite useful, but its performed analysis needs to be complemented by other sources of data and analysis techniques in order to achieve the required understanding of a situation. Mixed evaluation techniques supported by automatic tools are an example of how the different perspectives can be complemented (Neale & Carroll, 1999; Martínez et al., 2003). This is actually what happened for the course on Human - Computer Interaction, where the results from the analysis using the proposed approach had been complemented by results from pre & post test questionnaires (TELL 2005).

Networked Learning 2006 6

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