Identifying needs for learning analytics adoption in Latin American universities: A mixed-methods approach
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2020
- handle: 10670/1.qytxqi
- hal: hal-03276903
- doi: 10.1016/j.iheduc.2020.100726
Ce document est lié à :
info:eu-repo/semantics/altIdentifier/doi/10.1016/j.iheduc.2020.100726
Mots-clés
Learning analytics Latin America Higher education Stakeholder perspectives Institutional adoption Mixed methods -Computer Interaction [cs.HC]Sujets proches
Schoolteaching Didactics School teaching Pedagogy Instruction School life Students--Education Pupils Student life and customs Natural science Sciences Science of science Learning process Child placing Scholarship LearningCiter ce document
Isabel Hilliger et al., « Identifying needs for learning analytics adoption in Latin American universities: A mixed-methods approach », HAL-SHS : sciences de l'éducation, ID : 10.1016/j.iheduc.2020.100726
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Résumé
Learning Analytics (LA) is perceived to be a promising strategy to tackle persisting educational challenges in Latin America, such as quality disparities and high dropout rates. However, Latin American universities have fallen behind in LA adoption compared to institutions in other regions. To understand stakeholders' needs for LA services, this study used mixed methods to collect data in four Latin American Universities. Qualitative data was obtained from 37 interviews with managers and 16 focus groups with 51 teaching staff and 45 students, whereas quantitative data was obtained from surveys answered by 1884 students and 368 teaching staff. According to the triangulation of both types of evidence, we found that (1) students need quality feedback and timely support, (2) teaching staff need timely alerts and meaningful performance evaluations, and (3) managers need quality information to implement support interventions. Thus, LA offers an opportunity to integrate data-driven decision-making in existing tasks.