Predictors of student academic success do not always replicate well across different learning designs, subject areas, or educational institutions. This suggests that characteristics of a particular discipline and learning design have to be carefully considered when creating predictive models in order to scale up learning analytics. This study…

The need to change higher education to respond to the demands for continuing education is discussed, and the contributions of three groups to the facilitation of learning through learning-centered and problem-based curriculum design are examined. (MSE)