Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. Lessons learned Performance impact: - The LIS system can improve student outcomes: The data demonstrates that the LIS is associated with improved grades and reduced dropout rates, suggesting the system's potential to positively impact student success. - Early intervention is crucial: The strong link between early learning activity (ALA) performance and overall course success highlights the importance of timely feedback and support – areas where the LIS system excels. Student perception: - Students value the LIS system: The positive student feedback indicates that learners perceive the LIS as effective, useful, and supportive of their learning process. - Younger learners may derive greater benefit: The LIS system seems especially wellreceived by younger learners, possibly due to its role in aiding self-regulation and managing the demands of online learning. Benefits for Teachers: - The LIS augments teacher support: The system's data-driven insights enhance teachers' ability to identify struggling students early on. This allows for more proactive and focused interventions to keep students on track. Implications for practice Universities should use early data to provide students with “traffic light” progress visuals and personalised messages, as this simple feedback helps them stay on track and reduces the risk of dropping out.
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