Big data academic and learning analytics

Abstract

Purpose Although big data analytics (BDA) have great benefits for higher education institutions (HEIs), due to lack of sufficient evidence on how BDA investment can pay off, it is tough for HEIs practitioners to realize value from such adoption. The purpose of this paper is to propose a big data academic and learning analytics enabled business value model to explain BDA potential benefits and business value which can be obtained by developing such analytics capabilities in HEIs. Design/methodology/approach The study examined 47 case descriptions from 26 HEIs to investigate the causal association between the BDA current and potential benefits and business value creation path for big data academic and learning analytics success in HEIs. Findings The pressure of compliance with all legal and regulatory requirements and competition had pushed HEIs hard to adopt BDA tools. However, the study found out that application of risk and security and predictive analytics to higher education fields is still in its infancy. Using this theoretical model, the results provide new insights to higher education administrators on ways to create BDA capabilities for HEIs transformation and suggest an empirical foundation that can lead to more thorough analysis of BDA implementation. Originality/value A distinctive theoretical contribution of this study is its conceptualization of understanding business value from BDA in the typical setting of higher education. The study provides HEIs with an all-inclusive understanding of BDA and gives insights on how it helps to transform HEIs. The new perspectives associated with the big data academic and learning analytics enabled business value model will contribute to future research in this area.

A Proposed Framework for Big Data Analytics in Higher Education

“…"The measurement, collection, analysis, and reporting of data about learners and their contexts for the purposes of understanding and optimizing learning and the environments in which it occurs," is what LA is according to the Society for LA Research. This interpretation has recently gained widespread acceptance in the scholarly community [11,18].…”

“…Therefore, organizations that employ dynamic platforms for BD may profit through the enhanced corporate skills of critical thinking and taking appropriate decisions, which contributes to the broad usage of BD analytics across industries [8]. However, only a small number of papers and industrial accounts explicitly focus on the use of BD in tandem with HEd [2,10,11], despite the fact that several researchers have looked into the applicability, data availability, affordability, competence, privacy, relevance, and ownership of BD in many domains [9,10].…”

A pandemia da Covid-19 e o ensino remoto: como lecionar contabilidade societária de forma eficaz?

“…Ampliando a percepção, muitas são as visões sobre formato de ensino não presenciais. Chaurasia et al (2018) fomentam que em comparação com as aulas tradicionais, o ensino e aprendizagem se tornam ainda mais desafiadores em configurações online, onde há uma proporção reduzida de professor para aluno, interações assíncronas e mais heterogeneidade.…”

Design principles for learning analytics information systems in higher education

“…Advances in educational technologies and the digitalisation of education have generated increased interest in utilising learner behaviour data to provide processoriented information to enhance learning and teaching (NGUYEN et al, 2017;NOROOZI et al, 2019). Researchers and educators have noted the potential use of big data and data analytics in higher education (CHAURASIA et al, 2018;DANIEL, 2015;PICCIANO, 2012). HATHAWAY (1985) suggested that "the main barrier to effective instructional practice is lack of information".…”