LA implementation outcomes leaned towards agreement for solving problems and informing institutional decisions, with polarised views on achieving goals and improving retention¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Survey respondents leaned towards agreement on using LA as solutions to existing problems and to inform institutional decisions, with polarised views on achieving goals and improving retention. → Tsai 2020

Evidence¶

Tsai 2020¶

Tsai, Yi-Shan, et al. (2020). Learning Analytics in European Higher Education – Trends and Barriers. Computers & Education. https://doi.org/10.1016/j.compedu.2020.103933

q2 · i? · associational · r1

Survey of 15 respondents with implemented LA rating outcomes on a 5-Likert scale found "the participants wereleaningtowardsagreementintermsofusingLAassolutionstoexistingproblems(Item1)andusingLAtoinform institutional decisions (Item 3)."

"the results show that the participants wereleaningtowardsagreementintermsofusingLAassolutionstoexistingproblems(Item1)andusingLAtoinform institutional decisions (Item 3). The views towards the rest of the items appeared to be polarised, and slightly more negative about ‘achieving goals’ (Item 2) and ‘improving retention’ (Item 7) compared to the others."

Discussion¶

Related Claims¶

• Survey respondents rated analytics expertise as leaning towards a large or critical barrier to LA success — related
• Most implementing institutions lacked a clear LA strategy, and many used LA to support wider university strategy — related
• LA deployments at higher education institutions report positive results, with some interventions reporting improvements of up to 20% — related
• Institutions adopting LA for institutional performance tend to target pre-identified problems, while teaching-and-learning-motivated adoption seeks to understand how students learn — related