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Perceptions and expectation about Learning Analytics from a Brazilian Higher Education Institution

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https://dl.acm.org/doi/abs/10.1145/3375462.3375478
Original languageEnglish
Title of host publicationLAK '20: Proceedings of the Tenth International Conference on Learning Analytics & Knowledge
PublisherAssociation for Computing Machinery (ACM)
Pages240-249
Number of pages10
ISBN (Print)9781450377126
DOIs
Publication statusPublished - 23 Mar 2020
EventThe 10th International Learning Analytics & Knowledge Conference - Frankfurt, Germany
Duration: 23 Mar 202027 Mar 2020
Conference number: 10
https://lak20.solaresearch.org/

Conference

ConferenceThe 10th International Learning Analytics & Knowledge Conference
Abbreviated titleLAK20
CountryGermany
CityFrankfurt
Period23/03/2027/03/20
Internet address

Abstract

Several tools to support learning processes based on educational data have emerged from research on Learning Analytics (LA) in the last few years. These tools aim to support students and instructors in daily activities, and academic managers in making institutional decisions. Although the adoption of LA tools is spreading, the field still needs to deepen the understanding of the contexts where learn-ing takes place, and of the views of the stakeholders involved in implementing and using these tools. In this sense, the SHEILA framework proposes a set of instruments to perform a detailed analysis of the expectations and needs of different stakeholders in higher education institutions, regarding the adoption of LA. More-over, there is a lacuna in research on stakeholders’ expectations from LA outside the Global North. Therefore, this paper reports on the findings of the application of interviews and focus groups, based on the SHEILA framework, with students and teaching staff from a Brazilian public university, to investigate their perceptions of the potential benefits and risks of using LA in higher education in the country. Findings indicate that there is a high interest in using LA for improving the learning experience, in particular, being able to provide personalized feedback, to adapt teaching practices to students’ needs, and to make evidence-based pedagogical decisions. From the analysis of these perspectives, we point to opportunities for using LA in Brazilian higher education.

    Research areas

  • Learning analytics, higher education institutions, human factors, qualitative research

Event

The 10th International Learning Analytics & Knowledge Conference

23/03/2027/03/20

Frankfurt, Germany

Event: Conference

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