Findings from two research studies at scale reveal the implications of learning analytics for designing courses in learning management systems to enhance student success.
John is the Analytics and Research Director at Blackboard. In this position, he leads the data science efforts conducting research into the use of Blackboard’s teaching and learning solutions. He also manages the integration of these results into analytics features within existing applications and creation of dedicated analytics solutions. His research focuses on interactions of students and faculty with educational technology applications, the fit/gap between product design and use, and the educational outcomes resulting from those interactions. John holds a Doctorate in Educational Leadership from UC Davis and a Master’s Degree in Sociocultural Anthropology from UC Davis.
Prior to joining Blackboard in 2014, John managed large-scale distributed educational technology projects for the California State University, California Community Colleges, and NEES, Inc., a 15-university NSF-sponsored research consortium. John is an applied researcher with published studies in Learning Analytics and MOOC effectiveness research. He currently co-Chairs the IMS Privacy Task Force and is an active member of the Society for Learning Analytics Research.
Everyone from government agencies to mainstream press are looking for improvements in areas that typically fall under the umbrella of “student success.
How Students Engage with a Remedial English Writing MOOC A Case Study in Learning Analytics with Big Data
Insufficient academic preparation is a major barrier to student success in higher education in the United States, and a large percentage of students who require remedial education become mired in courses that are taught using the same deficit-based pedagogy that contributed to their failure to master the curriculum in high school.