Class Progress
Class Progress
Embedded Files
Class Progress provides an overview of each student's activity in the D2L course. This information is available only to instructors, and it is useful for evaluating student engagement and performance on assessments. Specifically, Class Progress can show:
Logins to the course for the last 30 days, and how many days between each login.
Each grade item.
Content items the student has viewed, the date of access, and the amount of time spent on that item.
Assignments completed and instructor feedback. This page also provides summary information for all students.
Quizzes-Exams completed and the score for each attempt.
Discussions completed and information about each post submitted.
The Class Progress information is especially useful in providing feedback to students during a mid-semester conference meeting. For example, if students are performing poorly on assignments, instructors can evaluate if students are spending enough time on the instructional content.
Information from the Class Progress area can also provide evidence of time spent in the course for attendance verification and accreditation reports.
This page provides instructions for accessing and interpreting each report in the Class Progress area. Instructions can also be found on this D2L Video Tutorial.
Navigate to the Class Progress Area
Navigate to the Class Progress Area
Follow these steps to navigate to the Class Progress area:
Click the "Instructor Resources" tab in the course navigation bar.
Select "Edit Course."
Select "Class Progress."
Class Progress Dashboard
Class Progress Dashboard
The Class Progress dashboard has four informative columns.
The first column shows the student's name, D2L username, and PSC student ID number.
The second column shows the percent and number of items the student has viewed in the Class Content area.
The third column shows the number of times the student has logged into the course. Each bar represents a day; hover the mouse pointer over one of the bars to view a login date.
The final column shows the student's overall grade. Each bar is a grade item; hover the mouse pointer over one of the bars to see grade information about a specific grade item.
Click any of these items to view summary information for a specific student.
Overall Summary
Overall Summary
After you click one of the links from the four columns described above, you come to the summary information area shown here. This page is divided into two sections:
A navigation menu on the left.
Summary information on the right.
The first item in the navigation menu provides an overall summary of all the other menu items. As this image shows, the Summary item shows information about the Course Content, Assignment, and other menu items.
Grades Summary
Grades Summary
The menu item for Grades shows a list of all grade items for the student.
The top row displays the student's current grade. It also displays the "Maximum Final" and the "Minimum Final" scores. The "Maximum Final" is the highest score the student could achieve if he or she earns all possible remaining points, while the "Minimum Final" is the lowest score the student could achieve if he or she earns no more points. (This calculation assumes that Gradebook items and settings will remain the same.)
The student's overall grade is also illustrated in the bar graph on the right. Each bar represents a grade item; hover the mouse pointer over one of the bars to view specific information about a grade item.
Each grade item is listed in a box below this summary information. Details include the raw score, number of points possible, the percent, and the date the grade item was scored.
Instructors can also navigate directly to the Grades Summary area from the D2L Gradebook.
From the "Enter Grades" area of the D2L Gradebook, click the line-graph icon next to the student's name.
Course Access
Course Access
At the bottom of the navigation menu, the Course Access summary shows a list of dates the student has visited the course.
The column on the right shows the number of days since the student's previous visit to the course.
This information is useful for evaluating whether students are "attending" the online course. Students who don't attend the course regularly may not be consulting course content, participating in discussions, and completing exams and assignments.
Online learning scholarship also suggests that students become at risk of dropping the course if they do not login on a regular basis.
The Course Access information can also provide useful information about which days students are attending the course. For example, students may be attending every day, a few times a week, or only during the weekend.
Content Summary
Content Summary
The menu item for Content shows a summary of items in the Course Content area the student has viewed.
The top row shows an overview of the Content section. It shows the number of content items the student has accessed, the total number of times the student has visited the Content area of the course, and the total amount of time the student has spent in the Content area. The progress bar in the upper right corner also shows the number of items and percent of items the student has viewed.
The Content Progress area is divided into sections that correspond to modules in the Course Content area. For example, the image below shows a Course Information module and a Week 1 module. In each module, there is also a progress bar that shows the number and percent of items the student has viewed.
The information in the Content Summary area is useful for evaluating whether students are consulting course content or if they are only completing assignments. This section also displays the date of access and how long the student spent on that page. This information can be useful for mid-semester conferencing with students, and it can also provide evidence of time spent in the course for accreditation purposes.
The two images below display a contrast in the amount of student engagement. The student on the left has visited almost all items in the three modules, while the student on the right has visited only half of the items in the Course Information module and no items in the weekly modules.
The module view can be expanded by clicking the arrow below the progress bar. This detailed view shows the specific date the student viewed the content item and how long the student spent on those pages.
In the examples below, the student on the left viewed the two items in the Course Information module on Dec. 16. The student consulted the Welcome Message page for about one minute and the Course Navigation page for over six minutes. In contrast, the student on the right has "never visited" these pages.
How much time should a student spend on a page?
It depends on what's on the page. Students will need to spend more time on content-heavy pages that have a lot of instructional material and embedded content such as PowerPoints and videos. However, students may choose to download and view the file in another computer program (such as PowerPoint, Word, or Adobe Acrobat) as opposed to viewing it within the D2L window. The Content Summary information for students who download files and view them offline will be very low as a result. Pages with document downloads and external links will also have low visit-times.
Look for patterns.
It's useful for instructors to identify a pattern for each student. For example, some students may spend no time on content, while others may spend a lot of time on content, download content, or view only selected items. This level of engagement can help instructors provide feedback. For example, an instructor could recommend to a student who has "never visited" select content items to start reading instructional content and not only jump into the exam or assignment. In contrast, a conversation with a student who spends a lot of time on all materials (but still has low scores) may need to focus on effective note taking and study strategies.
Look for changes in patterns.
It may also be useful for instructors to identify changes in the student's engagement pattern. For example, a student who spent a lot of time on content pages at the beginning of the semester may only be skimming content items after mid-term. This could be a warning sign that the student is becoming less engaged; the student may have less time to study now, or the student no longer perceives value in spending time with instructional content. Or, perhaps it's a positive sign; the student may have achieved mastery with course concepts and can pick up new information in less time. Or, perhaps the student is now using the textbook or other online resources as the primary method of learning.
Discussions Summary
Discussions Summary
The menu item for Discussions shows a summary of the student's activity in the Discussions area.
The top of the page shows the total number of posts the student has read, created, and responded to.
The page also shows the student's activity for each discussion assignment. For example, in the image on the right, the student has read four or five posts, created one post, and replied to two posts for each chapter discussion.
Click the arrow below each discussion assignment to view submission details for each post.
In the example for Chapter 1, the student has submitted one original thread and two replies.
The original post is labelled as "Created," while the two responses are labelled as "Replied."
The discussion details page also shows the date and time for each discussion post.
Assignments Summary
Assignments Summary
The menu item for Assignments shows a summary of the student's assignment submissions.
The top of the page shows the total number and percent of assignments the student has submitted, the number of late submissions, and the number of assignments that need to be graded. The bar graph on the far right shows the student's overall Assignments grade. Each bar is an assignment; hover the mouse pointer over one of the bars to see information about a specific assignment.
The page also shows information about the student's assignment submissions for each assignment. For example, the image below shows that the student submitted two documents for the Rough Draft assignment, and the student received a score of 90% (9 out of 10) for that assignment.
The bar below the assignment's name shows a distribution of class scores for this assignment.
Hover the mouse pointer over the grade distribution bar to view specific information about scores for this assignment.
The thin blue line shows the full range of scores in the class, while the thicker line shows a cluster of scores.
Click the arrow below the grade distribution bar to view submission details and instructor feedback for that specific assignment.
The example for the Rough Draft shows that the student submitted a PDF document on Feb. 17.
The instructor's feedback is displayed above the student's document.
Exams-Quizzes Summary
Exams-Quizzes Summary
The menu item for Quizzes shows a summary of the student's quiz and exam attempts.
The top of the page shows the total number and percent of quizzes-exams the student has completed and the number of exams that need to be graded. The bar graph on the far right shows the student's overall Quiz-Exam grade. Hover the mouse pointer over any of the bars to view information about a specific quiz or exam.
The page also shows information about each exam attempt.
The example in the image shows:
Two attempts for Quiz 1 and one attempt for Quiz 2.
Date of completion for each quiz: Jan 20 and Jan 23.
The highest score for each quiz: 40% for Quiz 1 and 70% for Quiz 2.
Click the arrow below each quiz or exam to view detailed information for each attempt.
The example for Quiz 1 shows the date and score for each attempt.
The Class Progress area provide information about each student's activity in the D2L course. Information about Course Access and Course Content can inform instructors about the student's engagement in the course, while summary information about Discussions, Assignments, and Quizzes can inform instructors about the student's overall performance on course assessments. Instructors can also view detailed information about individual assessments.
Information from the Class Progress area can be useful for evaluating student engagement in the course, providing feedback to students, and documenting evidence of time spent in the course for accreditation purposes.
For more information and support, contact Online Learning.
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