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Association of Technology Enhanced Learning Resource Usage With Assessment Results
Karen M Scott1,2, Meena Rattan1, Deborah O'Mara2
1Specialty of Child and Adolescent Health, The University of Sydney, Sydney, Australia.
Background:
Technology-enhanced learning (TEL) can promote knowledge consolidation and retention, feedback and active learning. There are scant data on how broad TEL usage affects assessment in clinical rotations. Through learning analytics, we investigated TEL usage patterns in a paediatric medicine term, examining associations with student characteristics and assessment results.
Methods:
TEL usage measures were extracted from virtual learning environment access logs for an in situ sample of 266 students who completed all assessments. The dataset included 38 measures that summarised 116,518 website accesses and 10,033 hours, reduced by principal components analysis to 12 independent TEL summary measures, input to K-means cluster analysis to identify usage patterns. Chi-square and analysis of variance were used to analyse differences in TEL usage clusters according to student characteristics and assessment results.
Results:
A three-cluster K-means solution was the best fit for identifying TEL usage patterns with associated assessment results: 'Conscientious' (25.9% students; high TEL usage, high duration, high assessment results); 'Savvy' (54.55% students; selective TEL usage, moderate duration, good assessment results); 'Borderline'(19.6% students; low TEL usage, low duration, low assessment results). Although demographic differences were nonsignificant (p > 0.05), the 'Conscientious' cluster included more females and international students and the 'Borderline' cluster included more males and domestic students.
Conclusions:
We identified three TEL usage patterns that corresponded with assessment results in paediatrics. TEL usage review could enable early identification of at-risk students. While research in other disciplines would strengthen the results, embedding learning analytics into education programmes through dashboards, synchronous feedback and resource evaluation is recommended.
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