Learning analytics to uncover inequality in behavioural engagement and academic attainment in a distance learning setting

Abstract

Although the attainment gap between black and minority ethnic (BME) students and white students has persisted for decades, the potential causes of these disparities are highly debated. The emergence of learning analytics allows researchers to understand how students engage in learning activities based on their digital traces in a naturalistic setting. This study investigates the attainment gap by analysing the differences in behavioural engagement between different ethnic groups. Using multilevel models of academic performance, demographics, and online traces of 149,672 students enrolled in 401 modules in a distance learning setting, we confirmed the existing attainment gap. After controlling for other demographics, module characteristics and engagement, BME students were between 19% and 79% less likely to complete, pass or achieve an excellent grade compared to white students. Given the same academic performance, BME students spent 4-12% more time on studying than white students. While the attainment gap remained persistent after controlling for academic engagement, our study further highlighted the inequality of attainment between BME and white students.     

Evaluating the Benefits and Values of Textbooks: Perceptions of Vietnamese Business Students

This study aims to examine students’ perceived benefits and values of textbooks, with a specific focus on emerging markets. A paper-based survey was used to collect data from 459 Vietnamese students in three business disciplines including accounting, international business and marketing. The findings reveal that Vietnamese business students view textbooks as having greater short-term benefits than long-term ones. They also believe that textbooks have relatively low economic value. Interestingly, marketing students perceive that textbooks provide primarily benefits of improving class performance, while accounting students tend to view textbooks to have benefits of clearer understanding of relevant concepts. Implications for key stakeholders in the higher education book publishing industry are discussed and future research directions presented.     

Causal Mediation Analysis With a Binary Outcome and Multiple Continuous or Ordinal Mediators: Simulations and Application to an Alcohol Intervention

We investigate a method to estimate the combined effect of multiple continuous/ordinal mediators on a binary outcome: (a) fit a structural equation model with probit link for the outcome and identity/probit link for continuous/ordinal mediators, (b) predict potential outcome probabilities, and (c) compute natural direct and indirect effects. Step 2 involves rescaling the latent continuous variable underlying the outcome to address residual mediator variance and covariance. We evaluate the estimation of risk-difference- and risk-ratio-based effects (RDs, RRs) using the maximum likelihood (ML), mean-and-variance-adjusted weighted least squares (WLSMV) and Bayes estimators in Mplus. Across most variations in path-coefficient and mediator-residual-correlation signs and strengths, and confounding situations investigated, the method performs well with all estimators, but favors ML/WLSMV for RDs with continuous mediators, and Bayes for RRs with ordinal mediators. Bayes outperforms ML/WLSMV regardless of mediator type when estimating RRs with small potential outcome probabilities and in two other special cases. An adolescent alcohol prevention study is used for illustration.     

Multilevel analysis of student pathways to higher education

This study examined the relationship between academic preparation and post-secondary educational outcomes. To uncover the factors that influence secondary-level school course-taking patterns and outcomes, multi-level modelling was conducted using data from a nationally representative sample of US secondary-level school students from the Education Longitudinal Study of 2002. Results indicated (1) significant effects from student, family and school predictors on course-taking patterns and (2) significant effects from course-taking patterns on enrollment in post-secondary institution types with math course-taking pattern having the largest impact. Implications for educators and administrators are discussed.     

Fear as a Predictor of Life Satisfaction in Retirement in Canada

In developed countries, healthy retirees can fulfill their life, but may fear growing old. Yet, there is little empirical data on the relationship between this fear and life satisfaction. This cross-sectional, correlational survey study tested whether a new, summated measure of Fears About Growing Old (FAGO)—derived from exemplifications of Laslett, who posited the theory of the Third Age—significantly predicted life satisfaction and retirement satisfaction after adjusting for significant social participation covariates. A total of 190 Canadian retirees at three senior centers in Ontario, Canada, completed surveys. A pilot study established the reliability and validity of the scales, including the FAGO, used to assess the independent variable. In a regression analysis, fear (R ² _change = .06) was found to be a statistically significant predictor of life satisfaction when controlling for five covariates (current activity, circumstance and pursuing own interest as two reasons for retirement, postretirement work, and perceived social support); overall R ² = .26. For retirement satisfaction, fear significantly explained variance in the outcome (R ² _change  = .04) while controlling for two significant covariates (current activity and perceived social support); overall R ² = .14. A work by gender interaction on satisfaction was not found. Other than fear about loss of mobility, men rated loss of partner very high; women rated mortal disease very high. The lowest fear was loss of retirement income for men and loss of earning-power for women. Canada's poverty preventive programs successfully supported senior postretirement life. The FAGO was useful to find senior needs.     

Overcoming potential negative consequences of customer orientation in higher education: closing the ideological gap

Substantial discussion has been going on surrounding the potential negative consequences of a customer orientation in college education. A major concern stems from the ideological gap – the perceived differentiation between what the students want and the educators' view of what is in the best interests of the students. A key aspect of the ideological gap pertains to students' short-term wants (pleasure) versus educators' long-term-oriented interests (learning). Inspired by the societal marketing concept, we examine the possibility of closing this gap by means of a desirable educational model that aligns the interests of students and educators. Empirically, an open-ended survey explores student perceptions of a desirable educational model in the context of the marketing discipline. Then, two quantitative surveys show that students prefer desirable over pleasing and salutary models, and that academic motivation moderates their preference.