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Higher education teachers’ experiences with learning analytics in relation to student retention
Journal article   Open access   Peer reviewed

Higher education teachers’ experiences with learning analytics in relation to student retention

D. West, H. Huijser, D. Heath, A. Lizzio, D. Toohey, C. Miles, B. Searle and J. Bronnimann
Australasian Journal of Educational Technology, Vol.32(5), pp.48-60
2016
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Abstract

This paper presents findings from a study of Australian and New Zealand academics (n = 276) that teach tertiary education students. The study aimed to explore participants’ early experiences of learning analytics in a higher education milieu in which data analytics is gaining increasing prominence. Broadly speaking participants were asked about: (1) Their teaching context, (2) Their current student retention activities, (3) Their involvement in, and aspirations for, learning analytics use, (4) Their relationship with their institution around learning analytics. The sampled teaching staff broadly indicated a high level of interest but limited level of substantive involvement in learning analytics projects and capacity building activities. Overall, the intention is to present a critical set of voices that assist in identifying and understanding key issues and draw connections to the broader work being done in the field.

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UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

#4 Quality Education

Source: InCites

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Collaboration types
Domestic collaboration
International collaboration
Citation topics
6 Social Sciences
6.11 Education & Educational Research
6.11.31 Self-Regulated Learning
Web Of Science research areas
Education & Educational Research
ESI research areas
Social Sciences, general
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