How you teach and who you teach both matter: lessons from learning analytics data
本研究利用学习分析数据，比较了面对面教学、在线考试和完全在线教学三种模式下弱势学生与非弱势学生的学业表现差异，发现完全在线教学扩大了成绩差距，提醒高校需关注教学策略对不同学生群体的影响。
To explore potential effects of disadvantage on engagement and attainment under different teaching and assessment regimes, the influence of pedagogic changes implemented during the COVID-19 pandemic on attainment and engagement of students from different backgrounds were compared using a cohort-study design. Learner analytics and attainment data from first year undergraduate students during three learning regimes were compared: (i) in-person teaching and assessment, (ii) in-person teaching with online assessment, and (iii) online teaching and assessment. The gap in end-of-year mark between disadvantaged students and their peers was widest when teaching and assessment was online, with poorer outcomes for disadvantaged students, although the gap in the percentage of students passing all their modules did not change. Overall, online teaching and assessment during the pandemic was associated with a widening attainment gap between disadvantaged students and their peers. Possible explanations for this are discussed, including the relationship between attainment and engagement. Higher Education providers should monitor and review the potential implications of their chosen education strategy on different groups of students: how you teach and who you teach are both important.