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The relation of online learning analytics, approaches to learning and academic achievement in a clinical skills course
Author(s) -
Chan Albert K.M.,
Botelho Michael G.,
Lam Otto L.T.
Publication year - 2021
Publication title -
european journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.583
H-Index - 41
eISSN - 1600-0579
pISSN - 1396-5883
DOI - 10.1111/eje.12619
Subject(s) - summative assessment , psychology , medical education , formative assessment , mathematics education , medicine
This study examined relationships of students’ access of e‐learning (learning analytics) for a healthcare psychomotor skills course, approaches to learning (R‐SPQ‐2F psychometric) and academic achievement (summative examination results). An understanding of the relationships may help in supporting students learning. Methods Two consecutive cohorts of 5th year dental students were asked to complete the R‐SPQ‐2F questionnaire and permission to access data of online videos and associated quizzes and two summative written examination results were examined. The summative assessments were an OSCA and a written‐paper question both in prosthodontics. Multiple linear regression and correlation analysis were performed. Results Students (n=98) performed a total of 10470 video access events and 7714 attempts in online quizzes. Deep learning approach was the strongest predictor variable (β=0.270; P= .004) on written‐paper question result. While video and quiz access were moderately correlated (r=0.600; P <.001) to each other, video access was not a significant predictor to either of the examination results. Quiz access was negatively associated with academic achievement for the written‐paper question results (β=−0.349; P <.001). Conclusions Only deep approach to learning appeared to be relevant for the written‐paper question examination grades. Conversely, the number of video and quiz access did not relate to either examination results. This suggests e‐learning access and examinations do not appear to relate under the conditions explored. Other attributes of learning management access may need to be explored to determine if access to learning management systems may be useful in offering remedial support to students.