Is information power? Exploring the potential of analytics tools for student representatives

Abstract

An industrial revolution based on digital technologies and data is rapidly transforming most human activities. In the case of higher education, research on learning analytics has experienced significant expansion and evolution in only a few years. However, there is still a dearth of literature on analytics tools designed to support student representatives, which could generate growing informational and technological asymmetries in higher education. To address this critical gap, this study explored the potential key data required by student representatives for their effective participation as partners in educational improvement and the main benefits that associated analytics tools could offer. To do this, this study used a micro design ethnography and a dialogic approach with participants from a Scottish university. Findings suggest that access to data and analytics could influence the participation of the student body as egalitarian partners. These results reinforce the need for further research.

Enhancing higher education with Learning Analytics in the digital age

“…Data analytics is a maturing discipline that has been used for many years by commercial enterprises for competitive advantage (Rubel & Jones, 2016). It is becoming a new source for transforming many human activities (Rates & Gašević, 2022). Enormous amounts of data have been collected about consumers and their behaviours and this data is analysed by tools to help refine enterprise practices (Rubel & Jones, 2016).…”

“…LA system data also facilitates ongoing feedback between educators and students which has the potential to improve the learning experience for students (Avella et al, 2016;Wong, 2017). Over the last few years there have been many studies that examine LA tools and how they can assist with a range of activities at HEIs (Rates & Gašević, 2022). LA is becoming an emerging technology used at HEIs (Gašević et al, 2014) and the research is continuing (Clark et al, 2020).…”