Dual perspectives on learning analytics in higher education

Parrish, Andrea; Richman, Laila

doi:10.1108/jarhe-12-2018-0254

Cited by 5 publications

(5 citation statements)

References 15 publications

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“…Despite the widespread use of LA in developed countries, a deep understanding of its usage in developing countries, the beneficiaries involved in its adoption and implementation and resulting perceptions have received negligible attention (Hommel et al, 2019;Parrish and Richman, 2019). El Alfy et al (2019) pointed out that there is no adequate research in specific regions such as North Africa and the Gulf area, which was confirmed by the literature review conducted in this study.…”

Section: Limitations and Future Research Directionssupporting

confidence: 51%

“…HEIs always seek new technology to help improve the quality of their operations, in order to cope with the growing competition at providing the labour market with qualified candidates that can fill in its gap. LA has been used by HEIs as it can help in the transformation of their culture to enable evidence-based decision-making (Parrish and Richman, 2019). Despite its realised role, the wide adoption of LA in HEIs is not sustained.…”

Section: Introductionmentioning

confidence: 99%

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Learning analytics stakeholders' expectations in higher education institutions: a literature review

Mahmoud

Dafoulas

ElAziz

et al. 2020

IJILT

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PurposeThe objective of this paper is to present a comprehensive review of the literature on learning analytics (LA) stakeholders' expectations to reveal the status of ongoing research in this area and to highlight gaps in research.Design/methodology/approachConducting a literature review is a well-known method to establish knowledge and interpret the domain under examination (Snyder, 2019). In this paper, a descriptive approach was used to investigate the different research methods used to tackle LA stakeholders' expectations, which depends on summarising the studies' content and minimising the reviewer's interpretation.FindingsMost of the studies have used interviews and focus groups without testing isolated variables. Moreover, it was concluded that LA awareness and perception are affected by a lack of resources, technical skills, trustworthiness, data availability, accessibility, organisational culture, integration and lack of technology. 10;This paper sheds light on research on LA stakeholders' expectations and highlights the need for investigating developing countries' context in order to test the perception and impact of LA. The study has focussed mainly on papers published in journals, which may have led to missing some previous research papers.Originality/valueLiterature review studies provide an overview of the existing LA literature from general focus to analytical methods. As it is a broad topic, this paper focuses on reviewing studies about stakeholders, which will give a fuller understanding of how their expectations are being discussed beyond the currently assumed benefits of LA.

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Section: Limitations and Future Research Directionssupporting

confidence: 51%

Section: Introductionmentioning

confidence: 99%

Learning analytics stakeholders' expectations in higher education institutions: a literature review

Mahmoud

Dafoulas

ElAziz

et al. 2020

IJILT

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“…It is necessary to properly train end‐users (at all levels) in the use of LA tools and data interpretation (see, for instance, Fearn & Koya, 2021; Herodotou et al, 2021). Parrish and Richman (2019) stated that within multiple stakeholder groups, there are individuals who may require training, time and continuous support to use LA in a meaningful way. For this reason, they advocate individualized and intensive professional development for the various stakeholders as part of the introduction of any new technology.…”

Section: Results and Findingsmentioning

confidence: 99%

“…It is necessary to properly train end-users (at all levels) in the use of LA tools and data interpretation (see, for instance,Fearn & Koya, 2021;Herodotou et al, 2021) Parrish and Richman (2019). stated that within multiple stakeholder groups, there are individuals who may require training, time and continuous support to use LA in a meaningful way.…”

mentioning

confidence: 99%

Adoption of learning analytics in higher education institutions: A systematic literature review

Márquez,

Henríquez,

Chevreux

et al. 2023

Brit J Educational Tech

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Learning analytics (LA) is an emerging area that has had extensive development in higher education in recent years, focused both on the learning process of students within subjects and on monitoring their trajectories in training programmes. However, most of the developments remain in the pilot phase without reaching institutional adoption. This paper reports the results of a systematic review of the literature carried out with the aim of identifying the factors that influence the adoption of LA, as well as the existing strategies that facilitate such adoption in higher education institutions. The results show that factors for LA adoption are situated in multiple dimensions, including stakeholders at different levels, institutional and pedagogical processes, technical limitations and ethical considerations. This work contributes with a consolidated list of 14 critical factors to be considered to effectively adopt LA tools, addressing planning, strong leadership, collaboration and prioritizing senior management commitment, goal setting, cross‐organizational design, educational process redesign, system integration and legacy system linkage. On the other hand, a variety of frameworks, models and approaches are distinguished in the literature to help the adoption of LA, however, none of them cover all the factors involved in such adoption. Therefore, we provide a compilation of strategies that have been used in the literature to reduce the gaps associated with the different factors described. Practitioner notesWhat is already known about this topic LA is a field of research that has had a lot of interest and a wide variety of tools have been developed. Still, it is criticized that they originate more from data availability than from the needs of students, teachers and decision makers. LA tools are mostly evaluated on their usability aspects and to a lesser extent on their usefulness to impact learning processes. The adoption processes of LA in higher education are oriented to specific aspects such as the relevance of the visualizations in the different contexts of application, but they do not address extensively other important aspects involved in such adoption. What this paper adds This article seeks to synthesize what has been investigated in the literature regarding the factors that affect the adoption of LA by higher education institutions. Describe the 14 critical factors identified from the literature to address adoption of multiple dimensions that include stakeholders at different levels, institutional contexts and ethical considerations. A compilation of strategies that have been used in the literature to reduce the gaps associated with the different factors are described, and the aspects or dimensions that are not addressed are highlighted. Implications for practice and/or policy The synthesis of LA adoption factors and the approach strategies present in the literature allow practitioners to focus their efforts on the key aspects to consider in their LA adoption processes. Future work could shift from a pure design perspective to strengthen an engineering perspective in the adoption practices. From the point of view of the policies associated with the adoption of LA in higher education institutions, it is concluded that it is necessary to approach the process from a comprehensive perspective considering all the dimensions involved.

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“…Some of the research has uncovered emerging privacy concerns. A reoccurring issue present in a number of studies is the perception that learning analytics presents a "big brother" type environment [41]- [46]. However, this literature set did not fully develop what faculty mean when they claim that analytics were "big brother-ish."…”

Section: Faculty Perspectives and Problemsmentioning

confidence: 99%

Do They Even Care? Measuring Instructor Value of Student Privacy in the Context of Learning Analytics

Jones

VanScoy

Bright

et al. 2021

Proceedings of the Annual Hawaii International Conference on System Sciences

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Learning analytics tools are becoming commonplace in educational technologies, but extant student privacy issues remain largely unresolved. It is unknown whether or not faculty care about student privacy and see privacy as valuable for learning. The research herein addresses findings from a survey of over 500 full-time higher education instructors. The findings detail faculty perspectives of their own privacy, students' privacy, and the high degree to which they value both. Data indicate that faculty believe that privacy is important to intellectual behaviors and learning. This work reports initial findings of a multi-phase, grant-funded research project that will further uncover instructor views of learning analytics and its student privacy issues.

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Dual perspectives on learning analytics in higher education

Cited by 5 publications

References 15 publications

Learning analytics stakeholders' expectations in higher education institutions: a literature review

Learning analytics stakeholders' expectations in higher education institutions: a literature review

Adoption of learning analytics in higher education institutions: A systematic literature review

Do They Even Care? Measuring Instructor Value of Student Privacy in the Context of Learning Analytics

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