Learning Analytics in Higher Education
ASHE Higher Education Report
Published on 24. January 2018
Book
Paperback/Softback
152 pages
978-1-119-47857-7 (ISBN)
Description
Learning analytics (or educational big data) tools are increasingly being deployed on campuses to improve student performance, retention and completion, especially when those metrics are tied to funding. Providing personalized, real-time, actionable feedback through mining and analysis of large data sets, learning analytics can illuminate trends and predict future outcomes. While promising, there is limited and mixed empirical evidence related to its efficacy to improve student retention and completion. Further, learning analytics tools are used by a variety of people on campus, and as such, its use in practice may not align with institutional intent.
This monograph delves into the research, literature, and issues associated with learning analytics implementation, adoption, and use by individuals within higher education institutions. With it, readers will gain a greater understanding of the potential and challenges related to implementing, adopting, and integrating these systems on their campuses and within their classrooms and advising sessions.
This is the fifth issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
This monograph delves into the research, literature, and issues associated with learning analytics implementation, adoption, and use by individuals within higher education institutions. With it, readers will gain a greater understanding of the potential and challenges related to implementing, adopting, and integrating these systems on their campuses and within their classrooms and advising sessions.
This is the fifth issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
More details
Series
Edition
Volume 43, Number 5
Language
English
Place of publication
New York
United States
Publishing group
John Wiley & Sons Inc
Target group
Professional and scholarly
Dimensions
Height: 230 mm
Width: 153 mm
Thickness: 9 mm
Weight
218 gr
ISBN-13
978-1-119-47857-7 (9781119478577)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Volume Editors: Jaime Lester is an associate professor in the Higher Education Program at George Mason University. Carrie Klein is a PhD research and teaching assistant in the Higher Education Program at George Mason University. Huzefa Rangwala is an associate professor in the Department of Computer Science at George Mason University. Aditya Johri is an associate professor in the Information Sciences and Technology Department at George Mason University. Series Editors: Kelly Ward and Lisa E. Wolf-Wendel
Content
Executive Summary 9
Acknowledgements 15
Foreword 16
Introduction to Learning Analytics and Educational Technology Tools in Higher Education 18
Introduction 20
Purpose of the Monograph 22
Current Trends in Higher Education 23
Status of Learning Analytics Research in Higher Education 29
Framework for Examining Learning Analytics in Higher Education 32
Organizational Theory 33
Technology Alignment and Adoption 34
Faculty and Advisor Beliefs and Behaviors 34
Student Use and Action 35
Ethics and Privacy 36
Outline of the Monograph 37
How Organizational Context and Capacity and Technological Alignment Affect Learning Analytics Adoption 38
Introduction 39
An Organizational Model for Individual Decision Making 42
Individual Factors 43
Institutional Levels 44
Institutional Levers 45
Organizational Context 46
Organizational Change 47
Institutional Logics 48
Organizational Readiness and Capacity 50
Technology Adoption and Alignment 52
Technology Adoption Models 52
Traditional Adoption Models 52
Education-Focused Adoption Models 53
Technology Alignment 55
Conclusion and Future Work 57
Faculty, Advisor, and Student Decision Making Related to Use of Learning Analytics Data and Tools 58
Introduction 60
Faculty and Advisor Decision Making 61
Professional Identity 62
Professional Beliefs 63
Professional Behaviors 64
Impact of Identity, Beliefs, and Behavior and Future Work 66
Student Decision Making 67
Learning Analytics Dashboards 67
Impact of Learning Analytics Dashboards on Student Actions 69
Sensemaking and Trust 71
Conclusion and Future Work 73
Ethical and Privacy Concepts and Considerations 74
Introduction 76
Ethics and Privacy: Definitions, Conceptions, and Influences 78
Evolving Definitions and Concepts 79
Ethics and Privacy Within the Higher Education Context 82
Institutional, Individual, and Data Considerations 83
Institutional Contexts 83
Individual Contexts 85
Consent and Agency 86
Trust and Bias 87
Data Considerations 88
Algorithmic Bias 88
Transparency and Trust 89
Security, Access, and Ownership 90
Laws, Policies, and Codes of Practice 91
Laws and Regulations 91
Policies and Recommendations 94
Challenges in Practice 95
Emerging Codes of Practice 96
Conclusion and Future Work 98
Recommendations for Moving Forward: Considerations of Organizational Complexity, Data Fidelity, and Future Research 100
Learning Analytics in Higher Education: Model Considerations and Recommendations 101
Organizational Logic, Leadership, and Value 101
Faculty and Advisor Input, Trust, and Engagement 104
College Student Interpretation of and Context for Data 107
Ethics and Privacy: Transparency and Ownership 110
Data Concerns and Recommendations 113
Data Access, Provenance, and Fidelity 113
Use-Case/Scenario-Based Design of Systems 114
Work Practice Integration of Systems 114
Personalized Information to Stakeholders 115
Use-Inspired Research in Pasteur's Quadrant: Integrated Education, Research, and Advising 115
Privacy, Accountability, Transparency, Security, and Trust 116
Suggestions for Future Research 116
Quasiexperimental Design of Intervention Impacts 117
Modeling Student Engagement 117
Modeling and Visualizing Student Learning Preferences and Prior Learning Outcomes 118
Developing Ethical Codes of Practice and Use 119
Conclusion 121
Resources 122
References 125
Name Index 137
Subject Index 143
About the Authors 147
Acknowledgements 15
Foreword 16
Introduction to Learning Analytics and Educational Technology Tools in Higher Education 18
Introduction 20
Purpose of the Monograph 22
Current Trends in Higher Education 23
Status of Learning Analytics Research in Higher Education 29
Framework for Examining Learning Analytics in Higher Education 32
Organizational Theory 33
Technology Alignment and Adoption 34
Faculty and Advisor Beliefs and Behaviors 34
Student Use and Action 35
Ethics and Privacy 36
Outline of the Monograph 37
How Organizational Context and Capacity and Technological Alignment Affect Learning Analytics Adoption 38
Introduction 39
An Organizational Model for Individual Decision Making 42
Individual Factors 43
Institutional Levels 44
Institutional Levers 45
Organizational Context 46
Organizational Change 47
Institutional Logics 48
Organizational Readiness and Capacity 50
Technology Adoption and Alignment 52
Technology Adoption Models 52
Traditional Adoption Models 52
Education-Focused Adoption Models 53
Technology Alignment 55
Conclusion and Future Work 57
Faculty, Advisor, and Student Decision Making Related to Use of Learning Analytics Data and Tools 58
Introduction 60
Faculty and Advisor Decision Making 61
Professional Identity 62
Professional Beliefs 63
Professional Behaviors 64
Impact of Identity, Beliefs, and Behavior and Future Work 66
Student Decision Making 67
Learning Analytics Dashboards 67
Impact of Learning Analytics Dashboards on Student Actions 69
Sensemaking and Trust 71
Conclusion and Future Work 73
Ethical and Privacy Concepts and Considerations 74
Introduction 76
Ethics and Privacy: Definitions, Conceptions, and Influences 78
Evolving Definitions and Concepts 79
Ethics and Privacy Within the Higher Education Context 82
Institutional, Individual, and Data Considerations 83
Institutional Contexts 83
Individual Contexts 85
Consent and Agency 86
Trust and Bias 87
Data Considerations 88
Algorithmic Bias 88
Transparency and Trust 89
Security, Access, and Ownership 90
Laws, Policies, and Codes of Practice 91
Laws and Regulations 91
Policies and Recommendations 94
Challenges in Practice 95
Emerging Codes of Practice 96
Conclusion and Future Work 98
Recommendations for Moving Forward: Considerations of Organizational Complexity, Data Fidelity, and Future Research 100
Learning Analytics in Higher Education: Model Considerations and Recommendations 101
Organizational Logic, Leadership, and Value 101
Faculty and Advisor Input, Trust, and Engagement 104
College Student Interpretation of and Context for Data 107
Ethics and Privacy: Transparency and Ownership 110
Data Concerns and Recommendations 113
Data Access, Provenance, and Fidelity 113
Use-Case/Scenario-Based Design of Systems 114
Work Practice Integration of Systems 114
Personalized Information to Stakeholders 115
Use-Inspired Research in Pasteur's Quadrant: Integrated Education, Research, and Advising 115
Privacy, Accountability, Transparency, Security, and Trust 116
Suggestions for Future Research 116
Quasiexperimental Design of Intervention Impacts 117
Modeling Student Engagement 117
Modeling and Visualizing Student Learning Preferences and Prior Learning Outcomes 118
Developing Ethical Codes of Practice and Use 119
Conclusion 121
Resources 122
References 125
Name Index 137
Subject Index 143
About the Authors 147