Imagen de Portada

Exploring learning analytics practices and their benefits through the lens of three case studies in UK higher education

Guardado en:
Publicado en:Research in Learning Technology vol. 33 (2025), p. 1
Autor principal: Dixon, Neil
Otros Autores: Howe, Rob, Richter, Uwe Matthias
Publicado:
Association for Learning Technology
Materias:
United Kingdom > UK
England
Higher education
Accuracy
Curricula
Instructional design
Student participation
Learning management systems
Ethics
Distance learning
Case studies
Research methodology
Student retention
Learning analytics
Qualitative research
Education
Data Use
Literature Reviews
Curriculum Development
Academic Achievement
Learning Theories
Educational Technology
Instructional Materials
Student Improvement
Electronic Learning
Student Motivation
Online Systems
Educational Assessment
Grade Prediction
Educational Environment
Course Content
School Holding Power
Learner Engagement
Algorithms
Discussion
Acceso en línea:Citation/Abstract
Full Text
Full Text - PDF
Etiquetas: Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
Resumen:Learning analytics (LA) provides insight into student performance and progress, allowing for targeted interventions and support to improve the student learning experience. Uses of LA are diverse, including measuring student engagement, retention, progression, student well-being and curriculum development. This article provides perspectives on the uses of LA in the UK through the analysis of an expert-led panel discussion held in June 2022. Two institutional case studies and a general overview from an LA service are presented, outlining examples of LA from both an institutional and national viewpoint. Following this, this article analyses the panel discussion themes in relation to the literature, covering both the data quality procedures and practices for learning, teaching and assessment. Outcomes and benefits from case studies are highlighted, which serve as best practice for other Higher Education institutions.
ISSN:2156-7069
2156-7077
0968-7769
DOI:10.25304/r1t.v33.3127
Fuente:Education Database