LEARNING ANALYTICS CHALLENGES TO OVERCOME IN HIGHER EDUCATION INSTITUTIONS (original) (raw)
Related papers
Proceedings of the seventh international learning analytics & knowledge conference, 2017
This paper presents the results of a review of eight policies for learning analytics of relevance for higher education, and discusses how these policies have tried to address prominent challenges in the adoption of learning analytics, as identified in the literature. The results show that more considerations need to be given to establishing communication channels among stakeholders and adopting pedagogy-based approaches to learning analytics. It also reveals the shortage of guidance for developing data literacy among end-users and evaluating the progress and impact of learning analytics. Moreover, the review highlights the need to establish formalised guidelines to monitor the soundness, effectiveness, and legitimacy of learning analytics. As interest in learning ana-lytics among higher education institutions continues to grow, this review will provide insights into policy and strategic planning for the adoption of learning analytics. CSS Concepts Applied computing → Education; Security and privacy → Human and societal aspects of security and privacy
The challenge of learning analytics implementation: lessons learned
2019
Despite broad interest in learning analytics across the Australian Higher Education sector, there remains few examples of institution-wide implementations. Learning analytics implementation is currently under-theorised with little knowledge of the complexities that mediate the systemic uptake required for an institution-wide implementation. It has been established that approaches to learning analytics that are exclusively top-down or bottom-up, are insufficient for successful implementation across an enterprise. Drawing upon an award-winning and institution-wide learning analytics intervention that has been used across almost 5,000 unit offerings, this paper formulates an initial set of theory informed design principles that can help learning analytics practitioners mediate the complexities of institution-wide implementation.
The current landscape of learning analytics in higher education
Learning analytics can improve learning practice by transforming the ways we support learning processes. This study is based on the analysis of 252 papers on learning analytics in higher education published between 2012 and 2018. The main research question is: What is the current scienti c knowledge about the application of fi learning analytics in higher education? The focus is on research approaches, methods and the evidence for learning analytics. The evidence was examined in relation to four earlier validated propositions: whether learning analytics i) improve learning outcomes, ii) support learning and teaching, iii) are deployed widely, and iv) are used ethically. The results demonstrate that overall there is little evidence that shows improvements in students' learning outcomes (9%) as well as learning support and teaching (35%). Similarly, little evidence was found for the third (6%) and the forth (18%) proposition. Despite the fact that the identi ed potential for fi improving learner practice is high, we cannot currently see much transfer of the suggested potential into higher educational practice over the years. However, the analysis of the existing evidence for learning analytics indicates that there is a shift towards a deeper understanding of students learning experiences for the last years. '
Learning analytics in higher education: an analysis of case studies
Purpose-The purpose of this paper is to present a systematic review of the mounting research work on learning analytics. Design/methodology/approach-This study collects and summarizes information on the use of learning analytics. It identifies how learning analytics has been used in the higher education sector, and the expected benefits for higher education institutions. Empirical research and case studies on learning analytics were collected, and the details of the studies were categorized, including their objectives, approaches, and major outcomes. Findings-The results show the benefits of learning analytics, which help institutions to utilize available data effectively in decision making. Learning analytics can facilitate evaluation of the effectiveness of pedagogies and instructional designs for improvement, and help to monitor closely students' learning and persistence, predict students' performance, detect undesirable learning behaviours and emotional states, and identify students at risk, for taking prompt follow-up action and providing proper assistance to students. It can also provide students with insightful data about their learning characteristics and patterns, which can make their learning experiences more personal and engaging, and promote their reflection and improvement. Originality/value-Despite being increasingly adopted in higher education, the existing literature on learning analytics has focussed mainly on conventional face-to-face institutions, and has yet to adequately address the context of open and distance education. The findings of this study enable educational organizations and academics, especially those in open and distance institutions, to keep abreast of this emerging field and have a foundation for further exploration of this area.
Learning analytics in higher education --- challenges and policies
Proceedings of the Seventh International Learning Analytics & Knowledge Conference, 2017
This paper presents the results of a review of eight policies for learning analytics of relevance for higher education, and discusses how these policies have tried to address prominent challenges in the adoption of learning analytics, as identified in the literature. The results show that more considerations need to be given to establishing communication channels among stakeholders and adopting pedagogy-based approaches to learning analytics. It also reveals the shortage of guidance for developing data literacy among end-users and evaluating the progress and impact of learning analytics. Moreover, the review highlights the need to establish formalised guidelines to monitor the soundness, effectiveness, and legitimacy of learning analytics. As interest in learning analytics among higher education institutions continues to grow, this review will provide insights into policy and strategic planning for the adoption of learning analytics. CSS Concepts Applied computing → Education; Security and privacy → Human and societal aspects of security and privacy
How do we start? State and Directions of Learning Analytics Adoption
Technical Report of the International Council for Open and Distance Education, 2016
The analysis of data collected from user interactions with educational and information technology has attracted much attention as a promising approach to advancing our understanding of the learning process. This promise motivated the emergence of the field of learning analytics and pushed the education sector towards increased application of data for strategic decision-making. This paper addresses a commonly posed question asked by educators, managers, and administrators embarking on learning analytics in higher education – how do we start institutional learning analytics adoption? The paper first defines learning analytics and touches on lessons learned from some well-known case studies. The paper then reviews the current state of institutional adoption of learning analytics by examining evidence produced in several studies conducted worldwide. The paper next outlines directions for learning analytics adoption that should enable for a system-wide institutional transformation. The paper concludes with a summary of critical challenges that require attention in order for learning analytics to make a long-term impact on research and practice of learning and teaching. The paper emphasizes that learning analytics cannot be reduced to a simplistic rhetoric of quick technological fixes. Rather, learning analytics advocates for holistic approaches that account for and support complexities associated with specific characteristics of different educational systems and institutions.
State of the Art of Learning Analytics in Higher Education
One of the characteristics of our world today is that it is continuously changing. Every aspect of our world has been transformed by the emerging technologies, ranging from our day to day activities to scientific and industrial developments. This progress has been made in the last few decades. It is also true for all aspects of education. The use of emerging technologies at all levels of education, such as intelligent tutoring systems, learning management systems, interactive learning environments, and online learning, gives access to vast volumes of data of the students. Student data collected automatically in online learning environments are usually not converted into useful information for teaching, although it is a good source of information. It is poorly used throughout the educational domain. A new concept has emerged to capture this educational big data called "Learning Analytics". LA is about discovering hidden patterns in the educational process, assess student learning, and make predictions, which in turn provide a better understanding of teaching, learning, and interpretation of student's data. Higher education institutes are adapting to the evolving concept of LA. It would help HEI's to facilitates students to improve academic performance and enable teachers to keep track of individual students, identify student at-risk, and provide timely interventions. This paper provides the bird's eye view of the research evidence on the usage of learning analytics in higher education across the world by reviewing the leading publications, research studies, and case studies in this area.
The Benefits of Learning Analytics to Higher Education Institutions: A Scoping Review
International Journal of Emerging Technologies in Learning (iJET), 2021
Learning analytics is a form of data analysis that allows teachers, lecturers, educational experts, and administrators of online learnings to look for students’ online traces and information associated with the learning processes. The fundamental goal of learning analytics in online classrooms and com-puter-supported instruction is to enhance the learning experience and the entire learning process. This review aims at reviewing some of the benefits available through using learning analytics in higher education institutions (HEI) for the students, teaching staff and the management. The search for relevant literature was conducted by searching online databases which in-clude Web of Science, SCOPUS, Science Direct, IEEE, Emerald, Springer, ERIC and Association for Computing Machinery (ACM). The analysis of the literatures obtained from the online databases revealed that learning analytics provide series of benefits to students, teaching staffs and the management of higher education ins...
The evolving field of learning analytics research in higher education
Australasian Journal of Educational Technology
Over the last decade the deployment and use of learning analytics has become routine in many universities around the world. The ability to analyse the way students interact with technology has demonstrated significant value for providing insights into student learning and there are now a wide range of uses for learning analytics in education. From use as a diagnostic tool, to a method for prediction, learning analytics in higher education has an emphasis on a wide range of outcome measures, including student retention, progression, attainment, performance, mastery, employability and engagement. In exploring how learning analytics can improve learning practice by transforming the ways we support learning processes, this editorial highlights some of the learning analytics research that has been published in AJET to date.