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The emerging fields of academic analytics and educational data mining are rapidly producing new possibilities for gathering, analyzing, and presenting student data. Faculty might soon be able to use these new data sources as guides for course redesign and as evidence for implementing new assessments and lines of communication between instructors and students. This essay links the concepts of academic analytics, data mining in higher education, and course management system audits and suggests how these techniques and the data they produce might be useful to those who practice the scholarship of teaching and learning.
Baepler et al. (Thu,) studied this question.
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