Chan Albert Km, Botelho Michael G, Lam Otto Lt
Prosthodontics, Faculty of Dentistry, The University of Hong Kong, Sai Ying Pun, China (Hong Kong).
J Med Internet Res. 2019 Feb 13;21(2):e11241. doi: 10.2196/11241.
While the application of learning analytics in tertiary education has received increasing attention in recent years, a much smaller number have explored its use in health care-related educational studies.
This systematic review aims to examine the use of e-learning analytics data in health care studies with regards to how the analytics is reported and if there is a relationship between e-learning analytics and learning outcomes.
We performed comprehensive searches of papers from 4 electronic databases (MEDLINE, EBSCOhost, Web of Science, and ERIC) to identify relevant papers. Qualitative studies were excluded from this review. Papers were screened by 2 independent reviewers. We selected qualified studies for further investigation.
A total of 537 papers were screened, and 19 papers were identified. With regards to analytics undertaken, 11 studies reported the number of connections and time spent on e-learning. Learning outcome measures were defined by summative final assessment marks or grades. In addition, significant statistical results of the relationships between e-learning usage and learning outcomes were reported in 12 of the identified papers. In general, students who engaged more in e-learning resources would get better academic attainments. However, 2 papers reported otherwise with better performing students consuming less e-learning videos. A total of 14 papers utilized satisfaction questionnaires for students, and all were positive in their attitude toward e-learning. Furthermore, 6 of 19 papers reported descriptive statistics only, with no statistical analysis.
The nature of e-learning activities reported in this review was varied and not detailed well. In addition, there appeared to be inadequate reporting of learning analytics data observed in over half of the selected papers with regards to definitions and lack of detailed information of what the analytic was recording. Although learning analytics data capture is popular, a lack of detail is apparent with regards to the capturing of meaningful and comparable data. In particular, most analytics record access to a management system or particular e-learning materials, which may not necessarily detail meaningful learning time or interaction. Hence, learning analytics data should be designed to record the time spent on learning and focus on key learning activities. Finally, recommendations are made for future studies.
近年来，学习分析在高等教育中的应用受到了越来越多的关注，但探索其在医疗保健相关教育研究中应用的研究却少得多。
本系统评价旨在研究电子学习分析数据在医疗保健研究中的应用，涉及分析报告方式以及电子学习分析与学习成果之间是否存在关系。
我们对4个电子数据库（MEDLINE、EBSCOhost、科学网和教育资源信息中心）的论文进行了全面检索，以确定相关论文。本评价排除了定性研究。论文由2名独立评审员筛选。我们选择合格的研究进行进一步调查。
共筛选了537篇论文，确定了19篇。关于所进行的分析，11项研究报告了电子学习的连接数量和花费时间。学习成果测量由总结性期末考试成绩或等级定义。此外，在所确定的12篇论文中报告了电子学习使用与学习成果之间关系的显著统计结果。一般来说，更多参与电子学习资源的学生将获得更好的学业成绩。然而，有2篇论文报告了相反的情况，表现较好的学生观看的电子学习视频较少。共有14篇论文使用了学生满意度问卷，所有问卷对电子学习的态度都是积极的。此外，19篇论文中有6篇仅报告了描述性统计，没有进行统计分析。
本评价中报告的电子学习活动性质各异，且描述不够详细。此外，在超过一半的选定论文中，关于学习分析数据的报告似乎不足，缺乏分析所记录内容的定义和详细信息。尽管学习分析数据捕获很普遍，但在捕获有意义且可比的数据方面明显缺乏细节。特别是，大多数分析记录对管理系统或特定电子学习材料的访问，这不一定能详细说明有意义的学习时间或互动。因此，学习分析数据应设计用于记录学习时间，并关注关键学习活动。最后，为未来研究提出了建议。
