Table 1 Comparison of Conventional and Learning Analytics (LA) based Teaching-Learning Methodologies (LeCun et al., 2015; Warburton, 2003; Luna Scott, 2015; Gul et al., 2017; Chotitham et al., 2014; Nouby & Alkhazali, 2017; Rodriguez, 2009; VanderArk & Schneider, 2012)
Parameters | Teaching-Learning Methodology | |
|---|---|---|
Conventional Method | Proposed Learning Analytics (LA) based method | |
Learning Time | Fixed | Increased Learning Time with 24X7 availability of teaching learning resources |
Attention span | Very short | Fairly Large as it involves the learner throughout the process |
Understanding ability | Limited | Learners are able to understand much better |
Interaction | Limited interaction (limited only in classroom) | Enhanced and expanded interaction among peers and with instructors |
Evaluation and Feedback | Prefixed evaluation system and Limited or No Feedback provision | Continuous evaluation with Formative and Elaborative Assessment and comprehensive Feedback mechanism |
Motivation | Depends on Instructor | Learners are Self Motivated |
Retention Capabilities | Lower | Higher as the learners are learning the concepts and applying in real life scenarios |
Attainment Capabilities | Lower | Higher |
Cognitive Ability | Limited | Enhanced Cognitive Abilities |
Mode of Delivery | Teacher Centric | Learner Centric |
Academic Independence | Learners are confined to classroom teaching and learning only | Learners are encouraged to use varied learning tools and techniques, think out of the box, and use unconventional ways of analyzing and solving problems. Focus on real life problems |
Study type | In general, do not promote collaborative/group study | Promote collaborative/group study |