Aligning Expectations About the Adoption of Learning Analytics in a Brazilian Higher Education Institution

Garcia, Samantha; Marques, Elaine Cristina; Mello, Rafael Ferreira; Gašević, Dragan; Falção, Taciana Pontual

doi:10.1007/978-3-030-78270-2_31

Cited by 10 publications

(7 citation statements)

References 13 publications

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“…SELAQ does not aim to replace qualitative explorations of student expectations, but rather to be used as a quantitative instrument that can be employed to "accommodate a greater number of student beliefs into learning analytics service implementation" (Whitelock-Wainwright et al, 2021, p.4). The instrument has been earlier validated in several higher education settings (Whitelock-Wainwright et al, 2019), and used to measure students' expectations of LA in different higher education settings (e.g., Garcia et al, 2021;Whitelock-Wainwright et al, 2021). It consists of two parts: 1. the first part (items 1-5) focuses on the understanding of students' privacy and ethical expectations of LA, and the second one (items 6-12) -on their expectations in terms of LA services, which refer to a "belief about the likelihood that future implementation and running of LA services will possess certain features" (Whitelock-Wainwright et al, 2019, p. 4).…”

Section: Data Collectionmentioning

confidence: 99%

Exploring students’ expectations of learning analytics: A person-centered approach

et al. 2022

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In order to successfully implement learning analytics (LA), we need a better understanding of student expectations of such services. Yet, there is still a limited body of research about students’ expectations across countries. Student expectations of LA have been predominantly examined from a view that perceives students as a group of individuals representing homogenous views. This study examines students’ ideal (i.e., representing their wanted outcomes) and predicted expectations (i.e., unveiling what they realistically expect the LA service is most likely to be) of LA by employing a person-centered approach that allows exploring the heterogeneity that may be found in student expectations. We collected data from 132 students in the setting of Swedish higher education by means of an online survey. Descriptive statistics and Latent Class Analysis (LCA) were used for the analysis. Our findings show that students’ ideal expectations of LA were considerably higher compared to their predicted expectations. The results of the LCA exhibit that the Swedish students’ expectations of LA were heterogeneous, both regarding their privacy concerns and their expectations of LA services. The findings of this study can be seen as a baseline of students’ expectations or a cross-sectional average, and be used to inform student-centered implementation of LA in higher education.

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Section: Data Collectionmentioning

confidence: 99%

Exploring students’ expectations of learning analytics: A person-centered approach

et al. 2022

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“…On the other hand, instructors reported that they are too overloaded with their academic activities to dedicate the necessary time to provide good quality feedback, feeling frustrated as they recognize its importance. Another study in the same institution showed that the ideal expectations of students and instructors about feedback provision is much higher than their perceptions of what they consider realistic in the context of their institution [Garcia et al 2021]. In other words, instructors would like to provide quality feedback but do not see this happening in the short run, considering the tools and workload they have at present.…”

Section: Educational Feedbackmentioning

confidence: 99%

What did I get Wrong? Supporting the Feedback Process in Computer Science Education

Falção

Arêdes

Wagner³

et al. 2022

Anais Do XXX Workshop Sobre Educação Em Computação (WEI 2022)

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In learning processes, feedback given to students by instructors is essential to guide students and help them improve from their mistakes. However, in higher education, instructors feel unable to give quality and timely feedback due to work overload and lack of time. As online classes became common due to the Covid 19 pandemic, and with increasing numbers of students per class, giving feedback beyond grades became even less realistic. We interviewed Computer Science instructors and students to investigate the specific difficulties and barriers related to giving and receiving feedback. We present the findings derived from qualitative analysis of the interviews and propose Tutoria, a platform designed to support a better feedback experience for all.

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“…Because they provided a validated tool and a description of its creation and development, Whitelock-Wainwright et al .’s work has been reused in numerous subsequent publications worldwide (Bailey, 2021; Engström et al , 2022; Garcia et al , n.d.; Pontual Falcão et al , 2022) and has informed other learning analytics surveys (Mahmoud et al , 2022; Mutimukwe et al , 2022). It has additionally been integrated as part of the SHEILA Framework, which used participatory action research to develop student and staff surveys and focus group protocols to support institutions who are developing learning analytics policies or strategies (Gray et al , 2022).…”

Section: Introductionmentioning

confidence: 97%

Valid questions: the development and evaluation of a new library learning analytics survey

Asher

Briney

Goben

2023

PMM

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PurposeThis article describes the development processes, sampling and analysis practices and the assessment of reliability and validity of a new 0survey that sought to evaluate undergraduate students' perceptions and expectations related to privacy and library participation in learning analytics studies. This article provides other researchers with information required to independently evaluate the survey's efficacy, as well as guidance for designing other surveys.Design/methodology/approachFollowing question development, pre-survey validity assessments were made using subject matter expert panel review and cognitive interviews. Post-hoc analysis of survey construct reliability was evaluated using the Omega coefficient, while exploratory factor analysis was utilized to assess construct validity. Survey design limitations and potential bias effects are also examined.FindingsThe survey exhibited a high level of reliability among research constructs, while the exploratory factor analysis results suggested that survey constructs contained multiple conceptual elements that should be measured separately for more nuanced analysis.Practical implicationsThis article provides a model for other researchers wishing to re-use the survey described or develop similar surveys.Social implicationsAs learning analytics interest continues to expand, engaging with the subjects, in this case students, of analysis is critical. Researchers need to ensure that captured measurements are appropriately valid in order to accurately represent the findings.Originality/valueThis survey is one of very few addressing library learning analytics that has undergone extensive validity analysis of the conceptual constructs.

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Aligning Expectations About the Adoption of Learning Analytics in a Brazilian Higher Education Institution

Cited by 10 publications

References 13 publications

Exploring students’ expectations of learning analytics: A person-centered approach

Exploring students’ expectations of learning analytics: A person-centered approach

What did I get Wrong? Supporting the Feedback Process in Computer Science Education

Valid questions: the development and evaluation of a new library learning analytics survey

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