Institutions adopting LA for institutional performance tend to target pre-identified problems, while teaching-and-learning-motivated adoption seeks to understand how students learn¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: baselines and conditions change

Subclaims¶

q2 i? When LA was adopted to improve institutional performance there tended to be a pre-identified problem, whereas teaching-and-learning-motivated adoption sought to understand how students learn to provide interventions. → 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? · qualitative · r3

Interview data show performance-driven adoption targeted "a pre-identified problem, such as student retention, satisfaction, enrolment, or resource management", while teaching-focused adoption sought to understand how students engage with learning resources.

"when LA was adopted to improve institutional performanceormanagement,theretendedtobeapre-identifiedproblem,suchasstudentretention,satisfaction,enrol- ment, or resource management, and LA was used to investigate these problem areas and to obtain insights that might inform further actions."

Discussion¶

Related Claims¶

• LA implementation outcomes leaned towards agreement for solving problems and informing institutional decisions, with polarised views on achieving goals and improving retention — related
• Institutions adopting LA were particularly wrestling with social issues rather than technical ones — related
• European HE institutions perceive LA primarily as a tool to enhance teaching and institutional management, with teaching and support staff as main users — related