Well, it has been a long road… one of our doctoral students has done it. Our paper on Learning analytics in practice at Tomeikan High School, where we are conducting joint research, has been accepted. I would like to thank the reviewers, the teacher in charge, the teachers and staff at Tomeikan High School, and the entire research team. Thank you very much.
Chen,L., Yoshimatsu, N., Goda, Y., Okubo, F., Taniguchi, Y., Oi, M., Konomi, S., Shimada, A., Ogata, H., Yamada, M. (in printing), Direction of collaborative problem solving based STEM learning by learning analytics approach, Research and Practice in Technology Enhanced Learning, Springer
The content examines STEM-based class design that enhances awareness of collaborative problem solving and the use of STEM learning strategies in high schools, using a Learning Analytics approach. As for the system, we utilized Moodle and BookRoll, and the results show an analysis of the relationship between the logs accumulated in these systems and awareness of STEM learning strategies and collaborative problem solving, as well as the relationship between group discussions and collaborative problem-solving awareness.
It is a truly challenging study that examines class design from a Learning Analytics approach in STEM education, which has been attracting attention in recent years, especially in active learning centered on discussion. I believe this was only possible thanks to the great strength of the LEDS team, which has been working hard on Learning Analytics research.
The results showed a positive correlation between marker usage logs, grades, and collaborative problem-solving awareness, but a negative correlation was found between STEM learning strategy usage awareness, pre-learning logs, and collaborative problem-solving awareness. Since the classes are small, with few students per class, there are some limitations to what can be said. However, I believe it is a significant step forward for “Learning analytics in practice” to examine STEM-based class design using a Learning Analytics approach in a high school setting—a field where Learning Analytics has not yet firmly taken root internationally (especially in Japan, where it is still in the early stages in primary and secondary education). And it was published in an international journal, no less.
When we started collecting this data, it was shortly after Professor Ogata moved from Kyushu University to Kyoto University, and we were trying to expand the Learning Analytics research findings we had developed at the university level into primary and secondary education. It was a time of struggle, as the use of Moodle and BookRoll was not progressing. Even then, there were quite a few teachers at Tomeikan High School who understood our goals, and I remember being deeply impressed by their passion for education and their cooperation with us. Thinking back to that time, this paper makes all that hard work feel worthwhile.
For our student, it is highly significant that their first commemorative paper was accepted by an international journal managed by the APSCE, which operates ICCE, and published by Springer, one of the major international publishers. This will lead to future research. Currently, the LEDS team continues to conduct Learning Analytics research centered on universities, but we are also applying the accumulated results to various fields. In high schools, there is a strong need for development in class design. I would like to continue to advance “Learning analytics in practice” research by feeding back into the educational field and combining it with the experience of teachers.
