How you teach and who you teach both matter: lessons from learning analytics data

Abstract

To explore potential effects of disadvantage on engagement and attainment under different teaching and assessment regimes, the influence of pedagogic changes implemented during the COVID-19 pandemic on attainment and engagement of students from different backgrounds were compared using a cohort-study design. Learner analytics and attainment data from first year undergraduate students during three learning regimes were compared: (i) in-person teaching and assessment, (ii) in-person teaching with online assessment, and (iii) online teaching and assessment. The gap in end-of-year mark between disadvantaged students and their peers was widest when teaching and assessment was online, with poorer outcomes for disadvantaged students, although the gap in the percentage of students passing all their modules did not change. Overall, online teaching and assessment during the pandemic was associated with a widening attainment gap between disadvantaged students and their peers. Possible explanations for this are discussed, including the relationship between attainment and engagement. Higher Education providers should monitor and review the potential implications of their chosen education strategy on different groups of students: how you teach and who you teach are both important.

Publication DOI: https://doi.org/10.1080/03075079.2023.2245424
Divisions: College of Health & Life Sciences > School of Psychology
College of Health & Life Sciences
College of Health & Life Sciences > Clinical and Systems Neuroscience
College of Business and Social Sciences > Aston Business School
College of Business and Social Sciences > School of Social Sciences & Humanities > Centre for Critical Inquiry into Society and Culture (CCISC)
College of Business and Social Sciences > Aston Business School > Operations & Information Management
College of Business and Social Sciences > School of Social Sciences & Humanities
College of Engineering & Physical Sciences > School of Computer Science and Digital Technologies > Applied Mathematics & Data Science
College of Engineering & Physical Sciences > School of Computer Science and Digital Technologies
Additional Information: Copyright © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
Uncontrolled Keywords: learning analytics,disadvantage,student engagement,higher education,digital poverty,attainment
Publication ISSN: 1470-174X
Last Modified: 20 Jun 2024 07:31
Date Deposited: 08 Aug 2023 16:38
Full Text Link:
Related URLs: https://www.tan ... 79.2023.2245424 (Publisher URL)
PURE Output Type: Article
Published Date: 2023-08-11
Published Online Date: 2023-08-11
Accepted Date: 2023-08-02
Authors: Summers, Robert (ORCID Profile 0000-0003-4857-7354)
Burgess, Adrian (ORCID Profile 0000-0002-0977-8105)
Higson, Helen (ORCID Profile 0000-0003-3433-2823)
Moores, Elisabeth (ORCID Profile 0000-0003-3997-0832)

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