Open Online Courses can serve different purposes: in the case of Orient@mente at the University of Torino, they aim at facilitating the transition from secondary to tertiary education with automatic evaluation tests that students can try in order to understand their capabilities in - and their attitude towards - certain disciplines, and with remedial courses to fill the gaps in their knowledge. The university strategy of Orient@mente first started in 2014 and, after six years of deployment of the online platform, it has collected many data from students that were interested in starting a university course. The natural comparison and correlation analysis juxtapose the academic results of students who practice self-assessment in Orient@mente with the other university students. The measurable that we considered in this comparison is the average number of ECTS acquired during the first year, since this is a number that is considered for the university evaluation system - stakeholders in particular check the number of students who obtain more than 40 first-year ECTS. According to specific rules, we put together dataset from different origins, the platform logs, and users with the university record system. The results of this analysis, presented in this work, confirm the positive impact of Orient@mente on students, with statistical significance.

Learning analytics to evaluate the effectiveness of higher education student failure prevention

Francesco Floris;Marina Marchisio;Matteo Sacchet;Sergio Rabellino
2020

Abstract

Open Online Courses can serve different purposes: in the case of Orient@mente at the University of Torino, they aim at facilitating the transition from secondary to tertiary education with automatic evaluation tests that students can try in order to understand their capabilities in - and their attitude towards - certain disciplines, and with remedial courses to fill the gaps in their knowledge. The university strategy of Orient@mente first started in 2014 and, after six years of deployment of the online platform, it has collected many data from students that were interested in starting a university course. The natural comparison and correlation analysis juxtapose the academic results of students who practice self-assessment in Orient@mente with the other university students. The measurable that we considered in this comparison is the average number of ECTS acquired during the first year, since this is a number that is considered for the university evaluation system - stakeholders in particular check the number of students who obtain more than 40 first-year ECTS. According to specific rules, we put together dataset from different origins, the platform logs, and users with the university record system. The results of this analysis, presented in this work, confirm the positive impact of Orient@mente on students, with statistical significance.
17th INTERNATIONAL CONFERENCE on COGNITION AND EXPLORATORY LEARNING IN THE DIGITAL AGE (CELDA 2020)
Online
18-20 novembre 2020
Proceedings of 17th INTERNATIONAL CONFERENCE on COGNITION AND EXPLORATORY LEARNING IN THE DIGITAL AGE (CELDA 2020)
IADIS
265
272
978-989-8704-22-1
Data Analytics, Learning Analytics, MOOCs, Secondary to Tertiary Transition, University Guidance, University Orientation.
Francesco Floris, Marina Marchisio, Matteo Sacchet, Sergio Rabellino
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2318/1777312
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