Sponsor Videos




Software Secure

Conference News

Twitter LinkedIn FaceBook YouTube GooglePlus www.instagram.com/onlinelearningconsortium

Hotel Reservations



Download the Mobile App
IOS  |  Android
OLC Mobile App

Add/remove sessions from the Program Listing on the website or in the mobile app to create a list of sessions you want to attend! My Schedule

Interested in dining options on Tuesday evening? Check out our Dine Around choices.

Make your travel plans to stay Wednesday afternoon for our expert-led Deep Dive sessions or post-conference workshops: 


Test Kitchen

BYOD to learn, explore, and share knowledge within this lab environment

Jane Bozarth to Deliver Keynote Address on Social Media for Learning

Ryan Baker to Deliver Plenary Address on Educational Data Mining


Exhibit or Sponsor at This Conference

Save the Dates

22st Annual OLC International Conference
November 16-18, 2016 | Orlando, Florida | Walt Disney World Swan/Dolphin Resort

OLC Innovate 2016 - Innovations in Blended and Online Learning
April 20-22, 2016 | New Orleans, LA | Sheraton New Orleans Hotel

Learning Analytics: Understanding Online Student Interaction Networks

Martine Durier-Copp (Dalhousie University, Canada)
Session Information
July 8, 2015 - 11:20am
Blended Models & Course Design
Areas of Special Interest: 
Institutional Initiatives
Major Emphasis of Presentation: 
Research and Evaluation
Institutional Level: 
Universities and Four Year Institutions
Audience Level: 
Session Type: 
Information Session
Governor's Square 10
Session Duration: 
50 Minutes
Concurrent Session 6

Learning Analytics (LA) has significant potential to utilize data generated by online interactions among students to improve learning outcomes. deliver more effective online courses.

Extended Abstract

Learning Analytics (LA) has significant potential to utilize data generated by online interactions among students to improve learning outcomes (Buckingham & Ferguson, 2012). This Learning Analytics project was designed to extract, analyse, and visualize online learning student interaction so to better understand how these could potentially impact student performance. It was hypothesized that analysis of learning analytics data could provide information to help administrators and faculty design and deliver more effective online courses; allow instructors and students to gain a better lens as to what is occurring in their classes; and provide researchers with information on online learning processes. The primary rationale of this study was to develop, apply and validate LA techniques to a small sample of online and blended classes taught through The Centre for Advanced Management Education (CFAME) at Dalhousie University, Canada. The researchers will present objectives, methodology, analysis and preliminary findings.