How do students like/rate/value
specific learning offerings?
How difficult/easy is it to use the
learning offering?
Why do students appreciate the
When and how long are student
accessing specific learning offerings
(during a day)?
How often do students use a learning
environment (per week)?
Are there specific learning offerings
that are NOT used at all?
By which properties can students be
grouped?
Do native speakers have fewer
problems with learning offerings than
non-native speakers?
How is the acceptance of specific
learning offerings differing according
to user properties (e.g. previous
knowledge)?
Are students using specific learning
materials (e.g. lecture recordings) in
addition or alternatively to
attendance?
Will the access of specific learning
offerings increase if lectures and
exercises on the same topic are
scheduled during the same week?
How many (percent of the) learning
modules are student viewing?
Which didactical activities facilitate
continuous learning?
How do learning offerings have to be
provided and combined to with
support to increase usage?
How do those low achieving students
profit by continuous learning with e-test
compared to those who have not
yet used the e-tests?
Is the performance in e-tests
somehow related to exam grades?
week 22 activity 9: action research and learning analytics
How do students like/rate/value
specific learning offerings?
How difficult/easy is it to use the
learning offering?
Why do students appreciate the
learning offering?
When and how long are student
accessing specific learning offerings
(during a day)?
How often do students use a learning
environment (per week)?
Are there specific learning offerings
that are NOT used at all?
By which properties can students be
grouped?
Do native speakers have fewer
problems with learning offerings than
non-native speakers?
How is the acceptance of specific
learning offerings differing according
to user properties (e.g. previous
knowledge)?
Are students using specific learning
materials (e.g. lecture recordings) in
addition or alternatively to
attendance?
Will the access of specific learning
offerings increase if lectures and
exercises on the same topic are
scheduled during the same week?
How many (percent of the) learning
modules are student viewing?
Which didactical activities facilitate
continuous learning?
How do learning offerings have to be
provided and combined to with
support to increase usage?
How do those low achieving students
profit by continuous learning with e-test
compared to those who have not
yet used the e-tests?
Is the performance in e-tests
somehow related to exam grades?