Factors Affecting the Deployment of Learning Analytics in Developing Countries: Case of Egypt

Abstract

The higher education institutions in developing countries such as Egypt are challenged with the high enrollment student rates, crowded classes, and inability to track the progress of each student individually which increased the demand to find a solution that can redeem those problems. Although the usage of learning analytics is an expanding solution to support different educational challenges from performance tracking to detecting students at risk, learning analytics’ developments concentrated on addressing solutions for developed countries. Accordingly, the discipline still requires a broader and in-depth interpretation of its contextual usage in developing countries, especially Egypt. A research model has been constructed based on literature and tested for its validity and reliability. A questionnaire has been distributed to 148 university students. The study used smart-PLS to interpret and analyze the collected data. The study revealed that organizational culture, data accessibility, trustworthiness, visualization has a positive effect on awareness, while lack of ability has a negative effect on awareness. both infrastructure and awareness have a significant positive effect on learning analytics impact. The research indicates high learning analytics awareness and a high perceived impact on Egyptian higher education. More evidence should be extracted with the collection of more insights from students, faculty members, and decision-makers.

Understanding privacy and data protection issues in learning analytics using a systematic review

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Valid questions: the development and evaluation of a new library learning analytics survey

“…Because they provided a validated tool and a description of its creation and development, Whitelock-Wainwright et al's work has been reused in numerous subsequent publications worldwide (Bailey, 2021;Engstr€ om et al, 2022;Garcia et al, n.d.;Pontual Falcão et al, 2022) and has informed other learning analytics surveys (Mahmoud et al, 2022;Mutimukwe et al, 2022). It has additionally been integrated as part of the SHEILA Framework, which used participatory action research to develop student and staff surveys and focus group protocols to support institutions who are developing learning analytics policies or strategies (Gray et al, 2022).…”