Welcome to the web home of the Illinois Learning Analytics Group! We constitute an interdisciplinary team with diverse interests with computer scientists, an educational psychologist, a quantitative psychologist and an award-winning instructor — all committed to fundamentally understanding learner behavior in online courses and transforming learner experience. Our current focus is on the creative design and use of learning analytics for understanding pedagogical issues and their effects on learners in online courses (STEM in particular). For more details on our experiments, visit our publications page.
If you are a motivated student looking to enhance your research experience, we need you! Email email@example.com to let us know you are interested!
Current and Recent Projects
- Underrepresented Student Learning in Online Introductory STEM College Courses, IES Goal 1: Exploration project (2018-2021), R305A180211, M. Perry, Principle Investigator
- Understanding Learning Behavior Patterns in MOOCs to Support Early Interventions, ILSDI (2016-2017).
- Automatic Detection of Spontaneously Produced Metacognitive Language and Achievement in STEM College Courses, TIER-Ed (2019-2020), H. Valdiviejas, Principle Investigator
- Bosch, N., Crues, R. W., Shaik, N., & Paquette, L. (2020). “Hello, [REDACTED]”: Protecting student privacy in analyses of online discussion forums. Proceedings of the 13th International Conference on Educational Data Mining (EDM 2020). International Educational Data Mining Society. [PDF] [Software]
Recent and Upcoming Activities
Jeng, A. (2021, March). Student Perceptions of Helpfulness in Online Course Discussion Forums. Live Breakout session accepted to 12th Annual College of Education Graduate Student Conference, Urbana-Champaign, Illinois
Williams-Dobosz, D., Jay, V., Thakkar, V., Bhat, S., Azevedo, R.F.L., Henricks, G., Anderson, C.J., Angrave, L., Bosch, N., & Perry, M. (April 2021). Online help-seeking behavior and responses to requests for help for students underrepresented in STEM. Poster accepted to be presented at the annual meeting of the American Educational Research Association.
Valdiviejas, H. (December, 2020) Spontaneously Produced Metacognitive Language and Achievement in Two STEM College Courses: An Exploration. Talk given at the December 2020 TIER-Ed monthly meeting, Champaign, Illinois
Valdiviejas, H. (March, 2020). Spontaneously Produced Metacognitive Language and Achievement in two University-Level STEM Courses: An Exploratory Analysis. Talk given at the 2020 Graduate Student Conference, Champaign, Illinois