Using learning analytics to evaluate course design and student behavior in an online foundations of Wine Science Course

Abstract

This study evaluated the approach to course design employed to transition a course from face-to-face to online delivery. Traditional lectures were initially replaced by audio recordings, and subsequently to purpose built eLearning video lectures with online resources aimed to engage, stimulate, support and enhance student learning. Descriptive learning analytics, together with student grades and student based learning and teaching evaluations, indicated the use of audio recordings had a negative impact on the perception of course organization, learning strategies, and course quality. The restructured course with purpose built online video lectures was considered by students to be superior to audio recordings and equivalent to face to face delivery. Despite student perceptions there was no difference in student learning outcomes.