Skip to main content
Book cover
  • Book
  • © 2019

Utilizing Learning Analytics to Support Study Success

Editors:

  1. Dirk Ifenthaler

    1. University of Mannheim, Mannheim, BW, Germany
      Curtin University, Perth, Australia

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  2. Dana-Kristin Mah

    1. University of Mannheim, Mannheim, BW, Germany

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  3. Jane Yin-Kim Yau

    1. University of Mannheim, Mannheim, BW, Germany

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  • Features contrbutions from distinguished international researchers

  • Emphasizes theoretical perspectives, innovative technologies, implementation, and assessment strategies for learning analytics in higher education

  • Highlights case studies that show innovative approaches of learning analytics in higher education

Sections

eBook USD 129.00
Price excludes VAT (USA)
  • ISBN: 978-3-319-64792-0
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Hardcover Book USD 169.99
Price excludes VAT (USA)
Learn about institutional subscriptions

This is a preview of subscription content, access via your institution.

Table of contents (17 chapters)

  1. Front Matter

    Pages i-xxiv
    PDF

  2. Theoretical and Technological Perspectives Linking Learning Analytics and Study Success

    1. Front Matter

      Pages 1-1
      PDF

    2. Educational Theories and Learning Analytics: From Data to Knowledge

      • Jacqueline Wong, Martine Baars, Björn B. de Koning, Tim van der Zee, Dan Davis, Mohammad Khalil et al.
      Pages 3-25

    3. Utilising Learning Analytics for Study Success: Reflections on Current Empirical Findings

      • Dirk Ifenthaler, Dana-Kristin Mah, Jane Yin-Kim Yau
      Pages 27-36

    4. Supporting Stakeholders with Learning Analytics to Increase Study Success

      • Miriam Hommel, Armin Egetenmeier, Ulrike Maier
      Pages 37-60

  3. Issues and Challenges for Implementing Learning Analytics

    1. Front Matter

      Pages 89-89
      PDF

    2. Learning Analytics Challenges to Overcome in Higher Education Institutions

      • Philipp Leitner, Markus Ebner, Martin Ebner
      Pages 91-104

    4. Monitoring the Use of Learning Strategies in a Web-Based Pre-course in Mathematics

      • Katja Derr, Reinhold Hübl, Mohammed Zaki Ahmed
      Pages 119-141

    6. Digital Applications as Smart Solutions for Learning and Teaching at Higher Education Institutions

      • Luisa Seiler, Matthias Kuhnel, Dirk Ifenthaler, Andrea Honal
      Pages 157-174

  4. Learning Analytics Case Studies: Practices and Evidence

    1. Front Matter

      Pages 221-221
      PDF

    2. Empowering Teachers to Personalize Learning Support

      • Natasha Arthars, Mollie Dollinger, Lorenzo Vigentini, Danny Y.-T. Liu, Elsuida Kondo, Deborah M. King
      Pages 223-248

    3. Predicting Success, Preventing Failure

      • Danny Glick, Anat Cohen, Eitan Festinger, Di Xu, Qiujie Li, Mark Warschauer
      Pages 249-273

    5. Learning Analytics Leading to Remote Invigilation for eTests: A Case Study

      • Michael Baird, Lesley Sefcik, Steve Steyn, Connie Price
      Pages 295-312
Back to top

About this book

Students often enter higher education academically unprepared and with unrealistic perceptions and expectations of university life, which are critical factors that influence students’ decisions to leave their institutions prior to degree completion. Advances in educational technology and the current availability of vast amounts of educational data make it possible to represent how students interact with higher education resources, as well as provide insights into students’ learning behavior and processes. This volume offers new research in such learning analytics and demonstrates how they support students at institutions of higher education by offering personalized and adaptive support of their learning journey. It focuses on four major areas of discussion:

·         Theoretical perspectives linking learning analytics and study success.

·         Technological innovations for supporting student learning.

·         Issues and challenges for implementing learning analytics at higher education institutions.

·         Case studies showcasing successfully implemented learning analytics strategies at higher education institutions. 

Utilizing Learning Analytics to Support Study Success ably exemplifies how educational data and innovative digital technologies contribute to successful learning and teaching scenarios and provides critical insight to researchers, graduate students, teachers, and administrators in the general areas of education, educational psychology, academic and organizational development, and instructional technology.

Back to top

Keywords

  • Educational technology
  • Learning environment
  • Higher education resources
  • Learning behavior
  • Learning analytics
  • Digital learning environments
  • Administrative systems
  • Social platforms
  • Real-time modelling
  • Digital technologies
  • Study success
  • Higher education institutions
  • learning and instruction
Back to top

Editors and Affiliations

  • University of Mannheim, Mannheim, BW, Germany

    Dirk Ifenthaler, Dana-Kristin Mah, Jane Yin-Kim Yau

  • Curtin University, Perth, Australia

    Dirk Ifenthaler

Back to top

About the editors

​Dirk Ifenthaler is Full Professor and Chair for Learning, Design and Technology in the Business School at the University of Mannheim, Germany and Adjunct Professor at Curtin University, Australia. His previous roles include Professor and Director, Centre for Research in Digital Learning at Deakin University, Australia, Manager of Applied Research and Learning Analytics at Open Universities Australia, Professor for Applied Teaching and Learning Research at the University of Potsdam, Germany. Dirk was a 2012 Fulbright Scholar-in-Residence at the Jeannine Rainbolt College of Education, at the University of Oklahoma, USA. Professor Ifenthaler’s research focuses on the intersection of cognitive psychology, educational technology, learning science, data analytics, and organizational learning. He developed automated and computer-based methodologies for the assessment, analysis, and feedback of graphical and natural language representations, as well as simulation and game environments for teacher education. His research outcomes include numerous co-authored books, book series, book chapters, journal articles, and international conference papers, as well as successful grant funding in Australia, Germany, and USA – see Dirk’s website for a full list of scholarly outcomes at www.ifenthaler.info. He is also the Editor-in-Chief of the Springer journal Technology, Knowledge and Learning (www.springer.com/10758). Dirk is the Past-President for the AECT Design and Development Division, Past-Chair for the AERA Special Interest Group Technology, Instruction, Cognition and Learning and Co-Program Chair for the international conference on Cognition and Exploratory Learning in the Digital Age (CELDA).


Dana-Kristin Mah is currently a doctoral candidate as well as research and teaching assistant at the Department Educational and Socialization Processes at the University of Potsdam, Germany. Besides, she is teaching assistant at the Center for Scientific Continuing Education and Cooperation at the Berlin Institute of Technology, Germany. She studied at the Berlin Institute of Technology, Germany, and Stockholm University, Sweden to receive her Master degree in Educational Science. Her research concentrates on students’ first-year experience in higher education with focus on students’ perception of academic competencies and institutional support. Besides, she is interested in the potential of learning technologies on student retention in higher education. In particular, she explores learning analytics, digital badges, and ePortfolios.

Jane Yin-Kim Yau is a Researcher in Mobile Learning Analytics at the Chair for Learning, Design and Technology in the Business School at the University of Mannheim, Germany. She has been an active Researcher in Mobile Learning since 2005. She completed a PhD Computer Science (Mobile Learning) at the University of Warwick, UK, in 2010. Her doctoral thesis was entitled “A mobile context-aware learning schedule framework with Java learning objects”. She has research expertise in context-awareness, personalization, and user profiling. She was awarded a Postdoctoral Research Fellowship at the Centre for Learning and Knowledge Technologies at Linnaeus University (CeLeKT), Sweden, where she collaborated with multidisciplinary research teams in the various projects undertaken by the group such as GeM (Geometry Mobile), mHealth, Co-Create and LETS GO (Learning Ecology with Technologies for Global Outcomes). Thereafter, she was a Postdoc at the School of Technology, Malmö University, Sweden, and was a co-applicant in two large successful research applications: Practice-based Experimental Learning Analytics Research Support project, PELARS (EU FP7, 2014-17), and the Internet of Things and People Research Center at Malmö University. She was also a Visiting Researcher at the German Institute for International Educational Research (DIPF) in 2016 at Frankfurt Am Main, Germany. She was a book reviewer in Wong, Milrad & Specht (eds.) (2015) Seamless Learning in the Age of Mobile Connectivity. Singapore, Springer. Additionally, she is a reviewer in the IEEE Transactions in Learning Technologies, Educational Technology & Society, Int. Journal of Mobile & Blended Learning, and Int. Journal on Mobile Learning & Organisation amongst others. To date, she has published around 40 peer-reviewed articles including 15 journal articles and 1 book chapter mainly in the area of Mobile Learning.

Back to top

Bibliographic Information

  • Book Title: Utilizing Learning Analytics to Support Study Success

  • Editors: Dirk Ifenthaler, Dana-Kristin Mah, Jane Yin-Kim Yau

  • DOI: https://doi.org/10.1007/978-3-319-64792-0

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Nature Switzerland AG 2019

  • Hardcover ISBN: 978-3-319-64791-3Published: 28 January 2019

  • eBook ISBN: 978-3-319-64792-0Published: 17 January 2019

  • Edition Number: 1

  • Number of Pages: XXIV, 328

  • Number of Illustrations: 23 b/w illustrations, 24 illustrations in colour

  • Topics: Digital Education and Educational Technology, Instructional Psychology

Back to top
Access via your institution
eBook USD 129.00
Price excludes VAT (USA)
  • ISBN: 978-3-319-64792-0
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Hardcover Book USD 169.99
Price excludes VAT (USA)
Learn about institutional subscriptions