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. Description of case Overview: - Problem: Universities, especially ones that are fully online, often see students struggle and drop out of courses. This can happen for many reasons – maybe the student is new and overwhelmed, or the workload is unexpectedly heavy. - Possible solution: The Universitat Oberta de Catalunya in Spain is developing a special computer system called the Learning Intelligent System (LIS) to address this problem. The LIS is designed to help students stay on track and succeed in their courses. - How LIS Works: - It watches how students are doing throughout the course. - It uses past student data to predict if someone might be struggling. - It shows students and teachers how things are going with a simple "traffic light" system. - It sends personalised messages to students who may need some extra help. Research: - Researchers tested the LIS in two economics courses over two semesters. - Researchers compared students' grades and how many dropped out when the LIS was used to a semester when it wasn't. - Researchers also asked students what they thought of the LIS system in a survey. 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 well-received by younger learners, possibly due to its role in aiding self-regulation and managing the demands of online learning.
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