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Learning analytics on graduates’ academic records to reflect on a competency‐based curriculum
Author(s) -
Chou ChihYueh,
Tseng ShuFen,
Wang ChengJhang,
Chao PoYao,
Chen ZhiHong,
Lai K. Robert,
Chan ChienLung,
Yu LiangChih
Publication year - 2018
Publication title -
computer applications in engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.478
H-Index - 29
eISSN - 1099-0542
pISSN - 1061-3773
DOI - 10.1002/cae.22019
Subject(s) - curriculum , analytics , core competency , curriculum mapping , medical education , learning analytics , emergent curriculum , curriculum development , computer science , psychology , medicine , data science , pedagogy , management , economics
A competency‐based curriculum involves an outcome‐based approach for cultivating graduates’ core competencies required for specific professions. A curriculum committee defines graduates’ outcomes of core competencies, designs a curriculum to cultivate core competencies, evaluates graduates’ outcomes, and reflects on and regulates the curriculum. However, curriculum committees lack systematic evaluative information for reflection. Learning analytics, an emerging data‐driven analytics of educational data, could be applied to assist curriculum committees in reflection. This study proposes competency‐based learning analytics, including seven analytic tools, to analyze curricula and graduates’ academic records to assist curriculum committees in reflecting (1) objectives, competencies, and curriculum design of competency‐based curricula and (2) faculty teaching and student learning. The proposed learning analytics were conducted on 14 departments of a university. This study reports the curriculum committees’ eight practical reflections of curricula, faculty teaching, and student learning. This study illustrates potential applications and impact of competency‐based learning analytics on competency‐based curricula.