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dc.contributor.authorWilde, Adriana
dc.contributor.authorZaluska, Ed
dc.contributor.authorMillard, David
dc.identifier.citationWilde , A , Zaluska , E & Millard , D 2015 , ' Student success on face-to-face instruction and MOOCs : what can learning analytics uncover? ' , Paper presented at Web Science Education Workshops , Oxford , United Kingdom , 29/06/15 .en
dc.identifier.otherPURE: 251540729
dc.identifier.otherPURE UUID: db4f6925-fa4c-4a99-82a9-d16c17ccbf49
dc.identifier.otherRIS: urn:8CA7F00551E937ADEB14AD54CC53E850
dc.description.abstractThere are fundamental differences between the face-to-faceinstruction model and that of Massive Open Online Courses.This paper hypothesises that despite these fundamental dif-ferences, the success factors in these learning contexts arecomparable. The factors contributing to student successmight be related to the same basic principles, even if mani-festing themselves differently in each context - especially asthe very definition of success is closely dependent on whatcan be measured. Learning analytics can help to uncover theindicators which have the potential for identifying studentsat-risk and for institutions to exercise a timely intervention.
dc.rights© 2015, the Author(s).en
dc.subjectLearning analyticsen
dc.subjectHigher educationen
dc.subjectFace-to-face instructionen
dc.subjectLB Theory and practice of educationen
dc.subjectQA75 Electronic computers. Computer scienceen
dc.titleStudent success on face-to-face instruction and MOOCs : what can learning analytics uncover?en
dc.typeConference paperen
dc.description.versionPublisher PDFen
dc.contributor.institutionUniversity of St Andrews.School of Computer Scienceen
dc.description.statusPeer revieweden

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