J. Paulo Davim, University of Aveiro, Portugal

The primary objective of this study is to conduct an in-depth analysis of how gender, age, and educational experience influence the total scores of learners. These scores are categorized to determine completion, with scores over 60 indicating successful course completion, and underperformance, with scores below 60. In order to achieve this, I collected comprehensive log data over a 15-week period from 1,130 learners enrolled in various courses. The log data included critical metrics such as the frequency of learning sessions (the regularity of access to the Learning Management System, or LMS), the total number of learning activities undertaken, and the overall duration of time spent engaging with the learning materials. In addition to the log data, I gathered personal background information from the participants. This included demographic details such as age and gender, as well as educational experience, specifically the number of courses completed by each learner. This dual approach allowed for a more nuanced understanding of the factors contributing to learning outcomes. Upon analyzing the data, several significant findings emerged. First, within the log data, two key metrics had a remarkable impact on total scores: total learning time and the number of learning sessions. The analysis revealed that learners who accessed the LMS more frequently were likely to invest greater amounts of time in their studies, which directly correlated with higher total scores. Second, when examining the personal background data, age was identified as a significant variable affecting total scores. The results indicated that as learners get older, they tend to approach their education with a clearer sense of purpose and motivation. This increased clarity is associated with a higher likelihood of course completion, suggesting that age may play a crucial role in learners’ commitment to their studies. It is important to note that the data used in this study were collected at the point when the learners first registered for the LMS. Prior to data collection, consent was obtained from participants in accordance with established personal information agreements, ensuring compliance with ethical standards for research involving personal data. This careful attention to ethical considerations underscores the validity and reliability of the findings presented in this study.

APA:
Davim, J. P. (2024). The Impact of Learning Management System Data on the Total Scores of Learners in Lifelong Distance Education Centers: An Approach Utilizing Learning Analytics. Journal of Education and Teaching Methodology, 5(2), 23-32. https://doi.org/10.33832/jetm.2024.5.2.03