Learning analytics in higher education: a preponderance of analytics but very little learning?

Guzmán-Valenzuela, Carolina; Gómez-González, Carolina; Tagle, Andrés Rojas-Murphy; Lorca-Vyhmeister, Alejandro

doi:10.1186/s41239-021-00258-x

Cited by 39 publications

(21 citation statements)

References 55 publications

(184 reference statements)

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“…The potential of learning analytics (LA) and the advantages that LA services can offer to higher education have been acknowledged by researchers and practitioners worldwide, but their adoption still remains low (Viberg & Grönlund, 2021;Tsai et al, 2020;Cuzmán-Valenzuela et al, 2021). LA is defined as "the measurement, collection, analysis and reporting of data about learners and their contexts for purposes of understanding and optimizing learning and the environments in which it occurs" (Long & Siemens, 2011, p. 34).…”

Section: Introductionmentioning

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: Introductionmentioning

confidence: 99%

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

et al. 2022

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“… It is not clear if LA offers a positive effect on learning. This is because educational institutions are more interested in grades, persistence, and non-completion metrics than students' motivation, engagement, satisfaction, and more formative learning assessment [ 27 ]. Data accuracy and understandability are the most critical challenges that professors consider must be faced (Kollom et al 2020) Many companies do not know what to do with all their generated data [ 44 ].,this is the case for education and manufacturing organizations.…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Learning analytics: state of the art

Hernández-de-Menéndez

Escobar

Mendoza

2022

Int J Interact Des Manuf

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Learning Analytics is a field that measures, analyses, and reports data about students and their contexts to understand/improve learning and the place in which it occurs. Educational institutions have different motivations to use Learning Analytics. Some want to improve students' outcomes or optimize their educational technology and reduce the dropout rate and others. This concept is presented with practical experiences that have been acquired and validated by 16 institutions. Besides, an analysis of the results, challenges, and expectations was performed. It was found that the majority of initiatives use Learning Analytics to improve retention of students; few are focused merely on improving the teaching/learning process or academic issues. The organizations invest their resources in acquiring Learning Analytics software; however, most universities develop their technology. The technology helps organizations be preventive and not reactive as various models determine students at risk of failing. This information allows them to make suitable interventions, which increases the success of the initiative. CoViD19 pandemic is also put in context in this research; Learning Analytics could be a great approach to help the educational community adapt effectively to the new forms of educational delivery. Based on an exhaustive bibliographic review, various educational projects and experiences were analyzed, presenting an overview detailing applications, results, and potentialities and opportunities, hoping that this article will be a useful reference for researchers and faculty to exploit Learning Analytics education.

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“…Por ello, con este estudio pretendemos comprobar si después de 10 años desde su instauración en nuestro país, se ha logrado alcanzar dicho fin y si la incorporación al EEES ha mejorado realmente las estrategias y estilos de aprendizaje de nuestro alumnado. Pretendemos, además, aportar un valor añadido a los actuales métodos de analítica del aprendizaje (Learning Analytics) del alumnado, basados en los datos arrojados producto de la interacción de los estudiantes universitarios con los contenidos académicos de las aulas virtuales y la formación online (Guzmán-Valenzuela et al, 2021).…”

Section: Introductionunclassified

El efecto “Bolonia” en las estrategias y estilos de aprendizaje de los estudiantes de Psicología de la Universidad de La Laguna

Felipe-Afonso¹,

Plasencia-Pimentel²,

García³

et al. 2021

Rev. In. Edu.

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El presente trabajo pretende establecer una comparación en el uso de estrategias de aprendizaje entre aquellos estudiantes que realizaron la carrera de Psicología antes de la implantación del Plan Bolonia y aquellos que lo han hecho posteriormente siguiendo el Plan Bolonia. Se ha llevado a cabo un estudio experimental descriptivo con 2.051 estudiantes que cursaban 3º (Grado) y 4º (Licenciatura) de Psicología. Se evaluaron las estrategias cognitivas, de control en el estudio, los estilos de aprendizaje y las estrategias motivacionales. Se aplicó una prueba de diferencias de medias t-Student para grupos independientes. Los resultados muestran que los estudiantes con el Plan Bolonia utilizan estrategias cognitivas más reproductivas y colaborativas, así como un estilo de aprendizaje más superficial y teórico. El alumnado No Bolonia se decanta por estrategias cognitivas más productivas, por la búsqueda de alternativas, muestran un estilo más autónomo e inmerso y mayor uso de estrategias motivacionales de concentración y ánimo. Se han encontrado claras diferencias en relación con el grado de autonomía, elaboración y profundización en el estudio y los hábitos motivacionales. Estos datos invitan a una reflexión sobre el impacto de la metodología propuesta por el Plan Bolonia, su implantación y el perfil del estudiante y profesional de la Psicología.

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Learning analytics in higher education: a preponderance of analytics but very little learning?

Cited by 39 publications

References 55 publications

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

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

Learning analytics: state of the art

El efecto “Bolonia” en las estrategias y estilos de aprendizaje de los estudiantes de Psicología de la Universidad de La Laguna

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