Abstract: This research article investigates the unanswered questions surrounding the integration of learning analytics and causal reasoning in educational settings, particularly focusing on the role of Slack channels within the educational market. With the advent of technology, educators have gained access to vast amounts of data that can be leveraged to enhance teaching and learning practices. Learning analytics, specifically, has emerged as a promising approach to uncover valuable insights from this data. However, despite its potential, there remains a lack of research exploring the causal relationships between learning analytics and student outcomes, and little is known about the specific impact of utilizing Slack channels in the educational market.
This study aims to bridge this gap by examining the relationship between learning analytics, Slack channels, and student learning outcomes. By utilizing a mixed-methods approach, data will be collected from multiple sources, including student performance data, surveys, and interviews. The analysis will involve both quantitative methods, such as correlational analyses and regression models, as well as qualitative techniques, such as thematic analysis.
The findings of this study will contribute to the existing literature in several ways. Firstly, it will shed light on the causal relationships between learning analytics and student outcomes, providing insights into the effectiveness of utilizing analytics in educational settings. Secondly, the study will explore the role of Slack channels, a widely used communication platform, in enhancing teaching and learning practices. Lastly, it will provide practical implications for educators, administrators, and policymakers on how to effectively integrate learning analytics and Slack channels in the educational market.
- Using learning analytics to explore the multifaceted engagement in collaborative learning
- Slack it to me: Complementing LMS with student-centric communications for the millennial/post-millennial student
- Learning analytics and educational data mining
- Learning analytics in massive open online courses
- Are there economic incentives for non‐traditional students to enter HE? The labour market as a barrier to widening participation