Учебная аналитика в высшей школе: десятилетие в систематическом обзоре литературы

Термин учебная аналитика (LA) был введен Обществом исследований в области аналитики обучения (SoLAR) в 2011 году, и в последнее десятилетие это направление развивалось самым позитивным образом. Эта область аналитики данных может быть определена как интеллектуальный анализ образовательных данных (EDM). В дополнение к тому, что LA позволяет лучше понять поведение и процессы обучения студентов, учебная аналитика также обеспечивает более четкое выявление результатов обучения студентов, в то время как EDM фокусируется на оказании помощи преподавателям и учащимся при анализе процесса обучения с использованием популярных методов интеллектуального анализа данных. Целью данного исследования является изучение первого десятилетия работы с применением методов учебной аналитики в высших учебных заведениях (HEI) в контексте обучающих информационных систем с целью поддержки учреждений, преподавателей и студентов для снижения показателей отсева. В этой статье представлен систематический обзор литературы с 17-ю первичными исследованиями, проведенными в период с 2014 по 2024 год. Полученные результаты отражают использование LA для улучшения или оптимизации обучения с использованием академической истории студентов, полученной с помощью систем управления обучением, и отмечают нехватку работ с акцентом на обучение или академическое консультирование. В конечном счете, вскрыта недостаточность применения методов LA в ВУЗах к информации от Программы институционального обучения, интегрированной с информацией от систем управления обучением, которые могли бы внести свой вклад в постоянство студентов.

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