Analysis of Online Learning Behaviour from a Tutor Perspective: Reflections on Interactive Teaching and Learning in the Big Data Era¹

Abstract

In the field of education in China, a large number of learning management systems have been deployed, in which vast amounts of data on learners and learning processes have been stored. How can one make use of these data? How can one transform the data into information and knowledge that inform decision-making in teaching and optimize learning? These questions have become a matter of concern for educators and learners. Learning analytics helps to unlock the value of the learning process data, so that the data can become an important basis for prudent decisions and process optimization. 'Learning analytics' was listed in the 2013 NMC Horizon Report as one of the emerging technologies that will have a great impact on learning, teaching and innovative research in higher education in two to three years. The report notes that learning analytics aims to decipher trends and patterns in the teaching and learning process from educational big data. In this paper, an online course on the Moodle platform is used for the research. The study examines reflection on online teaching and learning based on massive records of the learning process from the perspective of a tutor employing learning analytics. It is a brand new form of reflection on teaching and learning. The analysis of interactive course forums can help tutors to focus on key teaching and learning activities, and achieve more accurate analysis than with conventional face-to-face teaching activities. The research indicates that learning analytics is effective in supporting tutor reflection on interactive online teaching and learning.

Citation

Han* , Y., Wei , S. and Zhang , S. (2015), "Analysis of Online Learning Behaviour from a Tutor Perspective: Reflections on Interactive Teaching and Learning in the Big Data Era¹", Asian Association of Open Universities Journal, Vol. 10 No. 2, pp. 29-48. https://doi.org/10.1108/AAOUJ-10-02-2015-B004