The relationship of instructor-type and intervention in a first-year seminar using a closed-loop analytics model

Hahn, Lisa Michelle (2023) The relationship of instructor-type and intervention in a first-year seminar using a closed-loop analytics model. Doctoral thesis, Northern Arizona University.

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Abstract

In the post-COVID-19 higher education landscape, administrators must question the legacy of their programs and methods to rise up and meet not only the technological integrations that are a part of educational infrastructures, but the demands of the profession moving it beyond the twenty-first century. Since the twentieth-century, first-year seminars have been an essential and fundamental retention tool for incoming students into higher education institutions. However, with a lack of operational definitions, program uniformity, and contemporary research indicating their usefulness for today’s students, research is needed to navigate technologically enhanced pedagogies and the design principles that can and should be replicated. This study examined the data from a closed-loop learning analytics model in a first-year seminar to identify the relationship between instructor-type and the timing of intervention when predicting for the real-time student success indicator of the course grade. Results from this study have both practical and research implications that indicate further efforts are needed to understand what elements of this traditional model should be moved into the classrooms serving students today versus those that have not been previously highlighted as essential for success.

Item Type:	Thesis (Doctoral)
Publisher’s Statement:	© Copyright is held by the author. Digital access to this material is made possible by the Cline Library, Northern Arizona University. Further transmission, reproduction or presentation of protected items is prohibited except with permission of the author.
Keywords:	early alert; educational data ecosystem; first-year experiences; first-year seminars; learning analytics;retention ; closed-loop learning
Subjects:	L Education > LB Theory and practice of education
NAU Depositing Author Academic Status:	Student
Department/Unit:	Graduate College > Theses and Dissertations College of Education > Educational Leadership
Date Deposited:	05 May 2025 16:50
Last Modified:	05 May 2025 16:50
URI:	https://openknowledge.nau.edu/id/eprint/6122

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