Table VI Use of LA for timely feedback... | Emerald Publishing

Table VI

Use of LA for timely feedback and intervention

Institution	Major outcomes	Source
Edith Cowan University	Students likely to need support were automatically identified and support staff could efficiently reach them for interventions	Sclater et al. (2016)
Marist College	Interventions resulted in a 6% improvement in final grades for the treatment group compared to the control group	Jayaprakash et al. (2014)
Northern Arizona University	Instructors’ feedback was available to individual students and to university personnel, facilitating a comprehensive support network for all students	Star and Collette (2010)
Purdue University	Interventions were provided to at-risk students, and a higher student retention rate was achieved	Arnold and Pistilli (2012)
San Diego State University	Interventions through e-mails were shown to be the best treatment within constraints, while having an impact on student achievement	Dodge et al. (2015)
University of Adelaide	The LA system allowed instructors to be aware when particular students are behaving differently from the others for making appropriate and timely interventions	Tarmazdi et al. (2015)
University of Edinburgh	Instant feedback was shown to be a useful LA feature for students in courses on computer programming	Kovanović et al. (2016)
University of Michigan	Students were provided with feedback (e.g. grade prediction) for self-reflection	Mattingly et al. (2012)
University of Wollongong	Students who are isolated from the main discussion could be identified, and interventions could be provided during discussion in real time	Mat et al. (2013)

Institution	Major outcomes	Source
Edith Cowan University	Students likely to need support were automatically identified and support staff could efficiently reach them for interventions	Sclater et al. (2016)
Marist College	Interventions resulted in a 6% improvement in final grades for the treatment group compared to the control group	Jayaprakash et al. (2014)
Northern Arizona University	Instructors’ feedback was available to individual students and to university personnel, facilitating a comprehensive support network for all students	Star and Collette (2010)
Purdue University	Interventions were provided to at-risk students, and a higher student retention rate was achieved	Arnold and Pistilli (2012)
San Diego State University	Interventions through e-mails were shown to be the best treatment within constraints, while having an impact on student achievement	Dodge et al. (2015)
University of Adelaide	The LA system allowed instructors to be aware when particular students are behaving differently from the others for making appropriate and timely interventions	Tarmazdi et al. (2015)
University of Edinburgh	Instant feedback was shown to be a useful LA feature for students in courses on computer programming	Kovanović et al. (2016)
University of Michigan	Students were provided with feedback (e.g. grade prediction) for self-reflection	Mattingly et al. (2012)
University of Wollongong	Students who are isolated from the main discussion could be identified, and interventions could be provided during discussion in real time	Mat et al. (2013)