Abstract
Most universities use Information Systems (IS) to perform their daily administrative activities (student enrollment, data files, accountancy, etc.), and an integrated Learning Management System (LMS) to support teaching and learning. However, although a lot of effort has been put into deploying these computerized systems, the data that they provide are not fully exploited from an educational perspective. In this paper we describe a case in which these data have been used to identify relevant relations between the general use of the LMS, the existence of teaching innovation programs and the quality of education. The method used can be easily generalized and employed in other different contexts, to derive meaningful information on the impact that some variables may have over others.
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Acknowledgements
The authors would like to thank the personnel at the Computer Services and the European Convergence Office of the University of Valencia for their collaboration and help. This work has been partially funded by FEDER and the Spanish Ministry of Education, through projects Consolider Ingenio 2010 CSD2007-00018 and DIN2009-14205-C04-03; and by the University of Valencia, through projects DocenTIC and Finestra Oberta 08/DT/04/2009, 18/DT/05/2010 and 47/FO/35/2010.
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Arevalillo-Herráez, M., Moreno-Clari, P. & Cerverón-Lleó, V. Educational knowledge generation from administrative data. Education Tech Research Dev 59, 511–527 (2011). https://doi.org/10.1007/s11423-010-9185-y
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DOI: https://doi.org/10.1007/s11423-010-9185-y