Through an anonymous survey, using tools such as Qualtrics or Google Forms, we can get to know where a course largely succeeds and where it fails, along with the students’ profiles and interests. In short, we wanted to know about those invisible elements that we do not see but which have an impact on the performance of our students. We formulated surveys with questions about the students’ perceptions of the online learning experience to see which aspects could be improved. All were studying in digital classes, which are challenging for teachers because of their space and time particularities. With this in mind, we recently analysed more than 2,800 students across three semesters (from August 2020 to December 2021). Collecting data on our students is the only way forward.Creating poetry from data to aid analysis.Balancing student data collection and privacy protection.Not visible, for example, are most direct interactions between students, nor the level of attention they pay to the class or the activities and so on. One key party interested in this information is teachers: as they attend to students first-hand, they need to understand what concerns them and how they interact during classes.Īs we know, there has been an increase in digital classes across most higher education institutions, but such classes can often mean the teacher has only limited access to and knowledge of what happens during their teaching. And the higher education sector is certainly not excluded from this situation.Įven as they continuously improve their models, sharpen teaching practices and boost academic performance, universities have still found the need to identify areas of opportunity for providing quality service. It has long been said that “knowledge is power”, and rarely has that been truer than in the modern world, which is why analytics serves as an increasingly important support tool in both decision-making and strategic planning.
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