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Phone: (843) 766-6635
Wando Mount Pleasant Library
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Phone: (843) 805-6888
Village Library
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Phone: (843) 884-9741
St. Paul's/Hollywood Library
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Phone: (843) 889-3300
Otranto Road Library
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Phone: (843) 572-4094
Mt. Pleasant Library
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Phone: (843) 849-6161
McClellanville Library
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Phone: (843) 887-3699
Keith Summey North Charleston Library
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John's Island Library
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Phone: (843) 559-1945
Hurd/St. Andrews Library
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Phone: (843) 766-2546
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Phone: (843) 588-2001
Dorchester Road Library
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Phone: (843) 552-6466
John L. Dart Library
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Phone: (843) 722-7550
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Bees Ferry West Ashley Library
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Phone: (843) 805-6892
Miss Jane's Building (Edisto Library Temporary Location)
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Curriculum Analytics of Course Choices: Links with Academic Performance
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- Author(s): Namrata Srivastava (ORCID
Namrata Srivastava (ORCID 0000-0003-4194-318X ); Sadia Nawaz (ORCIDSadia Nawaz (ORCID 0000-0002-3674-2108 ); Yi-Shan Tsai (ORCIDYi-Shan Tsai (ORCID 0000-0001-8967-5327 ); Dragan Gaševic (ORCIDDragan Gaševic (ORCID 0000-0001-9265-1908 )- Language:
English- Source:
Journal of Learning Analytics. 2024 11(1):116-131.- Publication Date:
2024- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: [email protected]; Web site: https://learning-analytics.info/index.php/JLA/index
- Peer Reviewed: Y
- Source: 17
- Education Level: Higher Education
Postsecondary Education - Subject Terms:
- ISSN: 1929-7750
- Abstract: In a higher education context, students are expected to take charge of their learning by deciding "what" to learn and "how" to learn. While the learning analytics (LA) community has seen increasing research on the "how" to learn part (i.e., researching methods for supporting students in their learning journey), the "what" to learn part is still underinvestigated. We present a case study of curriculum analytics and its application to a dataset of 243 students of the bachelor's program in the broad discipline of health sciences to explore the effects of course choices on students' academic performance. Using curriculum metrics such as grading stringency, course temporal position, and duration, we investigated how course choices differed between high- and low-performing students using both temporal and sequential analysis methods. We found that high-performing students were likely to pick an elective course of low difficulty. It appeared that these students were more strategic in terms of their course choices than their low-performing peers. Generally, low-performing students seemed to have made suboptimal choices when selecting elective courses; e.g., when they picked an elective course of high difficulty, they were less likely to pick a following course of low difficulty. The findings of this study have design implications for researchers, program directors, and coordinators, because they can use the results to (i) update the course sequencing, (ii) guide students about course choices based on their current GPA (such as through course recommendation dashboards), (iii) identify bottleneck courses, and (iv) assist higher education institutions in planning a more balanced course roadmap to help students manage their workload effectively.
- Abstract: As Provided
- Publication Date: 2024
- Accession Number: EJ1423443
- Availability:
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