Are We on Our Way to Becoming a “Helicopter University”? Academics’ Views on Learning Analytics

Abstract

Higher education institutions are developing the capacity for learning analytics. However, the technical development of learning analytics has far exceeded the consideration of ethical issues around learning analytics. We examined higher education academics' knowledge, attitudes, and concerns about the use of learning analytics though four focus groups (N = 35). Thematic analysis of the focus group transcripts identified five key themes. The first theme, 'Facilitating learning', represents academics' perceptions that, while currently unrealized, there could be several benefits to learning analytics that would help their students. Three themes; 'Where are the ethics?', 'What about the students!', and 'What about me!' represented academics' perceptions of how learning analytics could pose some considerable difficulties within a higher education context. A final theme 'Let's move forward together' reflected that despite some challenges and concerns about learning analytics, academics perceived scope for learning analytics to be beneficial if there is collaboration between academics, students, and the university. The findings highlight the need to include academics in the development of learning analytics policies and procedures to promote the suitability and widespread adoption of learning analytics in the higher education sector.

Utilising learning analytics to support study success in higher education: a systematic review

“…For other students, perhaps their obstacles were due to simpler barriers, such as the misunderstanding of previous concepts or topics, or missed information due to absence, or requiring more time and effort for completion (Tinto 2005). In such cases, personalised learning paths and encouraging interventions can be the answer to leading these students back onto their learning track (Howell et al 2018).…”

A Critical look at Educational Technology from a Distance Education Perspective

“…Any technology with the potential to change and challenge established teacher and student behavior is bound to come with risks. Both students and teachers ask, "what's in it for me" and what are the risks (Howell, Roberts, Seaman & Gibson, 2018). Assessing risks depends on a number of variables, but perhaps most importantly are those associated with the ownership of the data.…”

Policy Matters: Expert Recommendations for Learning Analytics Policy

“…A common issue with LA-based interventions is the limited availability of time and skills from key users [43]. The perception of LA being a burden on workload has been observed especially among teaching staff [19,26]. This has often resulted in resistance to the adoption of new technology, including LA.…”

“…Another common issue to consider when designing interventions is the impact on student well-being and the equity of treatment, e.g. the mechanism of nudging students when being identified as at risk of failing or underperforming could potentially demotivate learners and cause undue anxiety or damage to selfesteem [19]. Similarly, the peer-comparison function of learning dashboards has often attracted polarised views from students [16,21,34].…”

“…Although LA has been recognised for its potential to enhance learning by personalising educational support, this strength has also been perceived as an issues when it comes to equity of treatment, i.e., educational resources being directed to some learners but not the others [34,44]. On the other hand, the highly personalised approach also raises concerns about spoon-feeding students and impeding independent skill development as a result [19]. The above-mentioned issues are crucial to the closure of a LA feedback loop and systemic adoption of LA at an institutional level.…”