Supporting actionable intelligence: reframing the analysis of observed study strategies

Abstract

Models and processes developed in learning analytics research are increasing in sophistication and predictive power. However, the ability to translate analytic findings to practice remains problematic. This study aims to address this issue by establishing a model of learner behaviour that is both predictive of student course performance, and easily interpreted by instructors. To achieve this aim, we analysed fine grained trace data (from 3 offerings of an undergraduate online course, N=1068) to establish a comprehensive set of behaviour indicators aligned with the course design. The identified behaviour patterns, which we refer to as observed study strategies, proved to be associated with the student course performance. By examining the observed strategies of high and low performers throughout the course, we identified prototypical pathways associated with course success and failure. The proposed model and approach offers valuable insights for the provision of process-oriented feedback early in the course, and thus can aid learners in developing their capacity to succeed online.