Students' expectations of Learning Analytics across Europe.
Background: Learning Analytics (LA) is an emerging field concerned with measuring, collecting, and analysing data about learners and their contexts to gain insights into learning processes. As the technology of Learning Analytics is evolving, many systems are being implemented. In this context, it i...
| Publicado en: | Journal of Computer Assisted Learning Vol. 39; no. 4; pp. 1325 - 1339 |
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| Autores principales: | , , , , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=164914327&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 164914327 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2023 vid: 39 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 164914327 162249517 164914327 164914327 10.1111/jcal.12802 164914327 ppf: 1325 ppct: 14 formats: tig: atl: Students' expectations of Learning Analytics across Europe. aug: au: Wollny, Sebastian Di Mitri, Daniele Jivet, Ioana Muñoz‐Merino, Pedro Scheffel, Maren Schneider, Jan Tsai, Yi‐Shan Whitelock‐Wainwright, Alexander Gašević, Dragan Drachsler, Hendrik affil: Information Center for Education, DIPF Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany sug: subj: Student Attitudes Psychosocial Factors Data Analytics Education Student Knowledge Evaluation Students, College Psychosocial Factors Practice Guidelines Human Europe Male Female Adolescence Adult Middle Age Questionnaires Descriptive Statistics Multiple Linear Regression Funding Source Adolescent: 13-18 years Adult: 19-44 years Middle Aged: 45-64 years Male Female ab: Background: Learning Analytics (LA) is an emerging field concerned with measuring, collecting, and analysing data about learners and their contexts to gain insights into learning processes. As the technology of Learning Analytics is evolving, many systems are being implemented. In this context, it is essential to understand stakeholders' expectations of LA across Higher Education Institutions (HEIs) for large‐scale implementations that take their needs into account. Objectives: This study aims to contribute to knowledge about individual LA expectations of European higher education students. It may facilitate the strategy of stakeholder buy‐in, the transfer of LA insights across HEIs, and the development of international best practices and guidelines. Methods: To this end, the study employs a 'Student Expectations of Learning Analytics Questionnaire' (SELAQ) survey of 417 students at the Goethe University Frankfurt (Germany) Based on this data, Multiple Linear Regressions are applied to determine how these students position themselves compared to students from Madrid (Spain), Edinburgh (United Kingdom) and the Netherlands, where SELAQ had already been implemented at HEIs. Results and Conclusions: The results show that students' expectations at Goethe University Frankfurt are rather homogeneous regarding 'LA Ethics and Privacy' and 'LA Service Features'. Furthermore, we found that European students generally show a consistent pattern of expectations of LA with a high degree of similarity across the HEIs examined. European HEIs face challenges more similar than anticipated. The HEI experience with implementing LA can be more easily transferred to other HEIs, suggesting standardized LA rather than tailor‐made solutions designed from scratch. Lay Description: What is currently known about this topic: Implementing Learning Analytics is a promising but challenging task.SELAQ is a questionnaire that can be used to determine students' expectations of Learning Analytics.Several institutions in Europe applied SELAQ to implement Learning Analytics that meet the needs of their students. What this paper adds to this: This study applies SELAQ for the first time at a German university and compares the results to studies from the UK, Spain, and the Netherlands.The participating students at the German university show relatively homogeneous expectations of Learning Analytics.The expectations towards Learning Analytics of students across Europe are comparable. The implications of study findings for practitioners: Learning Analytics systems should be shared across institutions rather than being implemented separately as tailored solutions.More standardized or modular Learning Analytics systems are reasonable. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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