Making sense of the value of Learning Analytics as a hidden data in designing Flipped Classrooms to promote engagement and interactions
Abstract: With the current shift in educational settings to blended and flipped classroom and the introduction of learning management systems such as Moodle, it is no surprise big data has found its place in education and is predicted to be extensively implemented in institutions of higher education in two to three years (Johnson et al., 2013). Derived from business intelligence and data mining, learning analytics is referred to as “the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs” (Siemens, 2011). It is an emerging field of research that can provide teachers, students and other key stakeholders insight into the learning process (Buckingham Shum & Ferguson, 2012; Clarke & Nelson, 2013). Typically, learning analytics focuses on data mining student use of an online learning management system (LMS), the most widely used instructional technology in higher education. The purpose of this workshop is to examine the value of learning analytics available in Moodle LMS that promotes engagement and interactions in a flipped classroom as well as to understand how this contributes to quality learning. A blueprint for a flipped classroom setting incorporating predictors of engagement and interactions will be developed.