An overview of the models respecting the learning analytics process: a conceptual framework proposal

Yıl 2023, , 92 - 117, 31.01.2023

Asuman Önder , Gisu Sanem Öztaş , Gökhan Akçapınar

https://doi.org/10.51948/auad.1163540

Öz

Recent technologies have made it possible to collect miscellaneous and detailed digital data related to learning processes. Although the majority of these data consists of logs obtained from online learning environments, a diverse range of data such as image, sound or data from different sensors is also collected in this context. By virtue of the ease of collecting, storing and analyzing aforementioned data, it is observed that a paradigm shift has been experienced in the research questions, the data sources and the analysis methods of the educational research. As a concomitant of this shift, the studies largely based on self-report data are replaced by the studies depending on digital data collected from different sources. Methods from different disciplines such as data mining, artificial intelligence, natural language processing are pressed into service, when the data analysis is concerned. In the literature, these studies are gathered under the concept of learning analytics. There are several reference and process models in the literature to guide the studies in the field of learning analytics. The aim of this study is to review different well approved models in the literature and in accordance with the components in these models to propose a conceptual framework for the use of researchers.

Anahtar Kelimeler

learning analytics, educational data mining, learning analytics process, learning analytics models

Öğrenme analitiği sürecine yönelik modellere genel bir bakış: Kavramsal bir çerçeve önerisi

Öz

Günümüz teknolojileriyle birlikte öğrencilerin öğrenme süreçlerine ilişkin çok yönlü ve detaylı dijital verilerin toplanması olanaklı hale gelmiştir. Her ne kadar bu verilerin büyük çoğunluğunu çevrimiçi öğrenme ortamlarından elde edilen log veriler oluştursa da görüntü, ses veya sensör verileri gibi çok çeşitli veriler de bu bağlamda toplanmaktadır. Bu tür verilerin toplanmasının, saklanmasının ve analiz edilmesinin kolaylaşması ile birlikte eğitim araştırmalarında cevap aranan araştırma sorularında, kullanılan veri kaynaklarında, analiz yöntemlerinde bir paradigma değişimi yaşandığı gözlenmektedir. Bu değişimle birlikte veri kaynağı olarak büyük oranda öğrencilerin öz bildirimine dayalı olan çalışmalar yerini farklı kaynaklardan toplanan dijital verilerin kullanıldığı çalışmalara bırakmaktadır. Veri analizi noktasında da veri madenciliği, yapay zekâ, doğal dil işleme gibi farklı disiplinlerden yöntemler işe koşulmaktadır. Bu tür çalışmalar alanyazında öğrenme analitiği çatı kavramı altında toplanmaktadır. Öğrenme analitiği alanındaki çalışmalar için yol gösterici olacak birçok referans ve süreç modeli alanyazında yer almaktadır. Bu çalışmanın amacı, alanyazında kabul gören farklı modelleri incelemek ve bu modellerde yer alan bileşenler doğrultusunda araştırmacıların kullanımına yönelik kavramsal bir çerçeve önerisinde bulunmaktır.

Anahtar Kelimeler

öğrenme analitiği, eğitsel veri madenciliği, öğrenme analitiği süreci, öğrenme analitiği modelleri

Kaynakça

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