Improving online and blended learning with educational data analytics

<< Background >>ILEDA is an innovative ERASMUS+ project, proposing new analytical and data-based student progress tracking models to be used as an instrument to support Higher Education Institutions (HEI) in motivating students to be more active in their learning. ILEDA project developed and implemented innovative teaching methodologies for online and blended learning supported by Learning Analytics (LA). Distance learning models and flexible approaches necessitate innovative tools and diverse digital solutions for teaching and learning. More importantly, universities and HEI accumulate large amounts of data through digital tools, and can utilize learning analytics for research and educational improvements.Moreover, the technological evolution and changing needs of learners necessitate teachers to adapt to new modalities, not only in content delivery but also in managing motivation and assessing students in novel learning environments. In these terms, ILEDA project focused on student motivation in online and blended courses, prompting the incorporation of Learning Analytics for real-time monitoring. This approach involves learners, trainers and managers, supports individual learning, enhances teaching quality, and provides valuable insights.<< Objectives >>ILEDA aim was to develop and validate innovative methodologies, tools, educational resources and open learning analytics software instruments that can be integrated in any learning environment and used to actively monitor student performances. ILEDA goals were achieved fulfilling 9 main objectives:1. Developed innovative instructional models, pedagogical methods and innovative practices, suitable to support blended/online learning2. Designed a framework for developing and integrating existing learning environments with digital tools in order to support online and blended learning with learning analytics3. Developed curricula and instructional materials for 8 courses4. Collection of existing learning analytics tools that can be integrated with the existing LMS5. Conducted 8 pilot courses6. Collected learning analytics from 8 courses that is shared as an open data set7. Identified learning analytics metric that can be used to monitor learning performance, with the goal to identify at risk students of dropping out8. Developed software tool9. Developed guidelines and recommendation for developing online/blended courses that is aimed for the courses not included in the pilot evaluation.<< Implementation >>The ILEDA project activities were implemented from November 1, 2021 to 31 October 2023. Due to the partners’ efforts and their strong commitment, all project activities were fulfilled successfully even with the modified work program, transformed from 36 to 24 months. In these terms, all 10 main project results were achieved and reported accordingly, based on the implemented work plan: • Project result 2 (PR2) - Innovative instructional modelsAct2.1 - Gap analysis between the existing and new requirements for online/blended learning teaching materials at each PU Act2.2 – Defined appropriate pedagogical methods and innovative practices, suitable to support both blended and online learning Act2.3 – Defined framework for integrating learning analytics models in online and blended courses • Project result 3 (PR3) - Designed teaching and learning materials for blended and online courses based on the developed framework Act3.1 – Designed curricula for the pilot courses Act3.2 - Designed instructional teaching materials • Project result 4 (PR4) - Digital learning analytics toolAct4.1 - Defined requirements for learning analytics software tool Act4.2 – Compiled and adapted existing learning analytics tools Act4.3 – Defined ethical requirements for the usage of learner data Act4.4 - Developed learning analytics software tool Act4.5 – Integration of the developed learning analytics tool with LMS at each PU Act4.6 - Proof of concept of implementation of framework in pilot courses Act4.7 - Analysed impact and effects of the pilot courses • Project result 5 (PR5) - Guideline and recommendations for the framework application in different educational contexts Act5.1 - Analysed impact and effects of the pilot coursesAct5.2 - Identified benefits and barriers of the developed and piloted frameworkAct5.3 - Guidelines for developing of courses not included in pilot coursesIn addition, two learning, teaching and training activities were implemented: - Training on implementing newly developed instructional models for online and blended learning courses (Leon, Spain)- Training on implementation of learning analytics models (Joensuu, Finland). Even more, eleven multiplier events (ME) were implemented, grouped in the following thematic categories: ME1-ME2: e-Learning conference in Belgrade ME3-ME6: Educational hackathon @ each PU ME7-ME10: Teach the teachers @ each PU ME11: Final multiplier event in Bulgaria<< Results >>Following the two years of intensive work, ILEDA project partners managed to successfully achieve all planned project results. After the revision of the National Agency of the proposed project results, the work plan was cut down to 4 project results and their activities. Even though the National Agency did not approve the budget for the initially planned PR1, the consortium agreed that this activity is necessary, and hence, conducted a research study that served as a foundation for PR2. The initially planned activity of PR1, the literature review, was conducted at the beginning of activities for PR2 (Act 2.0 Literature review) In result of the implemented 4 working packages and tasks, there were submitted 10 concrete results: Result (1) As PR1 was not granted and the first activity of the PR1 was interesting to define and develop properly PR2 we completed a Literature review based on bibliometric analysis, structural topic modeling, and qualitative synthesis. Result available at the link: (https://drive-cist.fmi.uni-sofia.bg/index.Result (2) Set of pedagogical methods for blended/online courses: The designed pedagogical methodologies are suitable for online and blended learning and are based on the needs and requirements of previous systematic literature review and mapping, as well as the needs and requirements of each individual participating institution. Result available at the link: (https://drive-cist.fmi.uni-sofia.bg/index.php/f/12207)Result (3) A framework for integrating learning analytics models for online/blended courses: this framework includes a set of instructional teaching methods recommended for blended and online courses and recommendations for adoptions of innovative instructional methods in blended and online courses, recommendations for choosing technologies to support selected instructional methods, recommendations on how to include learning analytics for student monitoring and general ethical guidelines that need to be considered when using learner data. Access to the result: https://drive-cist.fmi.uni-sofia.bg/index.php/f/122079PR3 - Designed teaching and learning materialsResult (4) – There were developed curricula and instructional materials for 9 courses – 2 per each institution that can be freely accessed on https://drive-cist.fmi.uni-sofia.bg/index.php/s/qE8YLMfP7cyPk3a. Instructional teaching materials are developed in local languages, for the target group of students for each course.PR4 - Digital learning analytics tool Result (5) – It is developed 1 software learning analytics tool that was used by all participants and is shared as an open source code for the wider audience. (Result accessible at the link:https://drive-cist.fmi.uni-sofia.bg/index.php/s/aNZ8PD4FCM6LCfb) This was achieved through developing a Learning Analytics Ecosystem that uses standards to facilitate the analysis of students learning evidences in different contexts and to later compare the results of the different universities involved. For more information: https://link.springer.com/chapter/10.1007/978-3-031-34411-4_30Result (6) - Description of the analytics context of each institution and collection of existing learning analytics tools that are, or could be, integrated with the existing learning management system for each institution. A total of 20 tools descriptions were compiled. Access to the documents at the link:https://drive.google.com/drive/folders/1ScGRhZd-5wh9XrR0x5B1HvxWvn9p40Nl?usp=sharingResult (7) - Collected learning analytics from 8 courses that are shared as an open dataset for the wider audience. Accessible at the link: https://doi.org/10.5281/zenodo.10114515Result (8) – There were 9 pilot courses while the targeted number was 8, where students reached 859 while the target was 850. Due to the national agency’s decision to shorten the project from 36 to 24 months, different courses had to be chosen, which changed the targeted number of students per each course, so the decision was to add another course. BMU piloted 3 courses, as it gave an opportunity to work out additional challenges with data collection with the LAMS system.PR5 - Guideline and recommendations Result (9)- Developed guidelines and recommendations for developing online/blended courses, freely available in English, Bulgarian, Finnish, Spanish and Serbian. Accessible at: https://drive-cist.fmi.uni-sofia.bg/index.php/f/122113Result (10)- Trained teachers on innovative methods of teaching, learning analytics models, tools, ethical guidelines of educational data usage, within and outside the consortium.