Effective Usage of Learning Analytics: What Do Practitioners Want and Where Should Distance Learning Institutions Be Going?

Autor/inn/en	Bart, Rienties; Olney, Tom; Nichols, Mark; Herodotou, Christothea
Titel	Effective Usage of Learning Analytics: What Do Practitioners Want and Where Should Distance Learning Institutions Be Going?
Quelle	In: Open Learning, 35 (2020) 2, S.178-195 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bart, Rienties)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0513
DOI	10.1080/02680513.2019.1690441
Schlagwörter	Learning Analytics; Distance Education; Teacher Attitudes; Individualized Instruction; Evidence Based Practice; Feedback (Response); Open Universities; College Faculty; Adoption (Ideas); Foreign Countries; Workshops; Integrated Learning Systems; Lifelong Learning; Affordances; Ethics; United Kingdom (England) + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Lehrerverhalten; Individualisierender Unterricht; Offene Universität; Fakultät; Ideas; Ideenfindung; Ausland; Lernwerkstatt; Schulung; Life-long learning; Lebenslanges Lernen; Ethik
Abstract	The implementation of learning analytics may empower distance learning institutions to provide real-time feedback to students and teachers. Given the leading role of the Open University UK (OU) in research and application of learning analytics, this study aims to share the lessons learned from the experiences of 42 participants from a range of faculty, academic and professional positions, and expertise with learning analytics. Furthermore, we explored where distance learning institutions should be going next in terms of learning analytics adoption. The findings from the Learning Analytics User Stories (LAUS) workshop indicated four key areas where more work is needed: communication, personalisation, integrated design, and development of an evidence-base. The workshop outputs signalled the aspiration for an integrated analytics system transcending the entire student experience, from initial student inquiry right through to qualification completion and into life-long learning. We hope that our study will spark discussion on whether (or not) distance learning institutions should pursue the dream of an integrated, personalised, and evidence-based learning analytics system that clearly communicates useful feedback to staff and students, or whether this will become an Orwellian nightmare. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01