To promote cross-community dialogue on matters of significance within the field of learning analytics (LA), we as editors-in-chief of the Journal of Learning Analytics (JLA) have introduced a... Show moreTo promote cross-community dialogue on matters of significance within the field of learning analytics (LA), we as editors-in-chief of the Journal of Learning Analytics (JLA) have introduced a section for papers that are open to peer commentary. An invitation to submit proposals for commentaries on the paper was released, and 12 of these proposals were accepted. The 26 authors of the accepted commentaries are based in Europe, North America, and Australia. They range in experience from PhD students and early-career researchers to some of the longest-standing, most senior members of the learning analytics community. This paper brings those commentaries together, and we recommend reading it as a companion piece to the original paper by Motz et al. (2023), which also appears in this issue. Show less
Leeuwen, A. van; Bos, N.; Ravenswaaij, H. van; Oostenrijk, J. van 2019
In higher education, many studies have tried to establish which student activities predict achievement in blended courses, with the aim of optimizing course design. In this paper, we examine... Show moreIn higher education, many studies have tried to establish which student activities predict achievement in blended courses, with the aim of optimizing course design. In this paper, we examine whether taking into account temporal patterns of student activity and instructional conditions of a course help to explain course performance. A course with a flipped classroom model (FCM) and a course with an enhanced hybrid model (EHM) were compared. The results show that in both cases, a regular pattern of activity is more effective than low activity. In the FCM, initial low activity is detrimental, whereas in the EHM the strategy of cramming later on in the course can still lead to higher course performance. In the FCM, a combination of face‐to‐face and online activity led to sufficient course performance, whereas in the EHM, face‐to‐face or online activity on its own could lead to sufficient course performance. This study offers a methodological and empirical contribution to exploring the role of patterns of activity and instructional conditions for course performance. Show less
Hamid, F.; Wahyuni, S.; Leeuwen, A. van; Ree, R. van; Yazdanbakhsh, M.; Sartono, E. 2015
