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Visualizing Student Activity in Blended Learning Classroom by Mining Course Log Data

Rodolfo C. Raga Jr., Jennifer D. Raga, and Israel V. Cariño
College of Computer Studies and Engineering, Jose Rizal University, Mandaluyong City, Phillippines
Abstract—Many higher educational institutions (HEIs) in the Philippines have started to implement web-based learning environments capable of delivering online education in an academic setting. These environments are often based on the functions and features of Learning Management Systems (LMS) such as Moodle. Due to the nature of the design of these environments which focuses on allowing students access to educational resources at their own discretion, HEIs are now also capable of routinely collecting vast quantities of data on student’s online activity. Taking advantage of this data, however, is neither simple nor straightforward due to its massive volume and high rate of velocity. Based on experience, this keeps instructors from making meaningful sense and use of this data. This paper describes a proposal for a novel data driven approach in analyzing student action logs recorded by Moodle in order to generate graphical representations that can be used by instructors to monitor students’ activities at any stage of course progression. The analysis was carried out using log data obtained from several blended courses dispensed in one University using a Moodle platform. The initial findings indicate a strong indication that the approach can be used to reveal variations in behavioral aspects of students in terms of patterns in resource access, assessment tasks, and degree of engagement. The concluding section of this paper presents some implications for further improvements and for future research plans.
Index Terms—Blended learning, learning management system, moodle

Cite: Rodolfo C. Raga Jr., Jennifer D. Raga, and Israel V. Cariño, "Visualizing Student Activity in Blended Learning Classroom by Mining Course Log Data," International Journal of Learning and Teaching, Vol. 4, No. 1, pp. 1-6, March 2018. doi: 10.18178/ijlt.4.1.1-6
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