Students' Perceptions about Learning Analytics in a Brazilian Higher Education Institution

Falção, Taciana Pontual; Ferreira, Rafael; Rodrigues, Rodrigo Lins; Diniz, Juliana Regueira Basto; Gašević, Dragan

doi:10.1109/icalt.2019.00049

Cited by 6 publications

(5 citation statements)

References 5 publications

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“…Students referred to problems of accessing course grades as early feedback, teaching staff referred to problems of accessing student demographics to determine whether a student needs extra help, and managers referred to problems with reporting systems. According to prior work, Learning Management Systems are not often used to provide students with grades and detailed feedback given the difficulties that staff face when using the functionalities and integrating data (Pontual Falcão et al ., 2019). This confirms the need for reliable information system to integrate educational data in LATAM universities claimed by Lemaitre (2017).…”

Section: Discussion Implications and Conclusionmentioning

confidence: 99%

“…These policy gaps are partly explained by the fact that institutions have not necessarily implemented their own data protection policies due to the lack of, or need to renew, the constitutional rights and data protection laws in LATAM (Cobo & Aguerrebere, 2018; Villan, 2019). However, this is not the case for every LATAM university, so the design of these type of policies should consider contextual differences that influence individuals' attitudes towards privacy and protection of personal data (Pontual Falcão et al ., 2019). Still, practitioners and researchers could follow existing guidelines for LA adoption in LATAM, adopting technical and ethical considerations that are relevant for their context (Pérez‐Sanagustín et al ., 2018).…”

Section: Discussion Implications and Conclusionmentioning

confidence: 99%

“…To meet this objective, we adapted the instruments produced by the SHEILA project (Supporting Higher Education to Integrate Learning Analytics—https://sheilaproject.eu/sheila-framework) to explore stakeholder perceptions in the LATAM context. These instruments include surveys, interviews and focus groups, which have already been adopted in a Brazilian higher education context to explore stakeholder needs for LA services, along with other aspects such as culture and existing capabilities for LA adoption (Pontual Falcão et al ., 2019). Likewise, we adapted these instruments to conduct a mixed methods study to understand the data‐related challenges and opportunities that emerge from stakeholders' perspectives in LATAM universities.…”

Section: Methodsmentioning

confidence: 99%

“…On the other hand, students could benefit from on‐time support, besides adjusting learning strategies based on educational data (Cobo & Aguerrebere, 2018; Gašević, 2018). According to a prior study on students' perspectives, students desire to use LA to obtain early, iterative and personalised feedback, in order to know the reasons for poor learning outcomes (Pontual Falcão, Ferreira, Lins Rodrigues, Diniz & Gašević, 2019).…”

Section: Current Challenges Of Latam Universitiesmentioning

confidence: 99%

See 3 more Smart Citations

Towards learning analytics adoption: A mixed methods study of data‐related practices and policies in Latin American universities

Hilliger¹,

Ortiz‐Rojas²,

Pesántez-Cabrera³

et al. 2020

Brit J Educational Tech

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In Latin American universities, Learning Analytics (LA) has been perceived as a promising opportunity to leverage data to meet the needs of a diverse student cohort. Although universities have been collecting educational data for years, the adoption of LA in this region is still limited due to the lack of expertise and policies for processing and using educational data. In order to get a better picture of how existing data‐related practices and policies might affect the incorporation of LA in Latin American institutions, we conducted a mixed methods study in four Latin American universities (two Chilean and two Ecuadorian). In this paper, the qualitative data were based on 37 interviews with managers and 16 focus groups with 51 teaching staff and 45 students; the quantitative data were collected through two surveys answered by 1884 students and 368 teachers, respectively. The findings reveal opportunities to incorporate LA services into existing data practices in the four case studies. However, the lack of reliable information systems and policies to regulate the use of data imposes challenges that need to be overcome for future LA adoption.

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Section: Discussion Implications and Conclusionmentioning

confidence: 99%

Section: Discussion Implications and Conclusionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Current Challenges Of Latam Universitiesmentioning

confidence: 99%

See 2 more Smart Citations

Towards learning analytics adoption: A mixed methods study of data‐related practices and policies in Latin American universities

Hilliger¹,

Ortiz‐Rojas²,

Pesántez-Cabrera³

et al. 2020

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Qualitative studies performed through focus groups evaluated what students and instructors from a Brazilian higher education institution perceived as important topics to address in the learning process (Falcao et al, 2019;Falcão et al, 2020). Among other topics, results demonstrated that students are not satisfied with the feedback provided by instructors.…”

Section: Educational Feedbackmentioning

confidence: 99%

Tutoria: a software platform to improve feedback in education

Pontual Falcão,

Arêdes,

De Souza

et al. 2023

JIS

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Educational feedback is essential to help students learn from their mistakes and self-regulate their learning strategies. However, work overload and lack of time are barriers for educators to give quality and timely feedback, particularly for written assessments. Software tools to support feedback processes typically focus on automatic messages, lacking personalization. We present Tutoria, a software tool that uses artificial intelligence techniques to correct assessments more efficiently while also ensuring that good practices of educational feedback are followed. Tutoria was developed through a user-centered design process, including interviews and prototype validation with undergraduate students and instructors from higher education institutions in different fields of knowledge. Results indicate that the software presents good usability and relevance for educators. We expect that Tutoria can help educators construct personalized written feedback efficiently, allowing them to give quality feedback to large groups within realistic time frames.

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Design principles for learning analytics information systems in higher education

Nguyen

Tuunanen

Gardner

et al. 2020

European Journal of Information Systems

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This paper reports a design science research (DSR) study that develops, demonstrates and evaluates a set of design principles for information systems (IS) that utilise learning analytics to support learning and teaching in higher education. The initial set of design principles is created from theory-inspired conceptualisation based on the literature, and they are evaluated and revised through a DSR process of demonstration and evaluation. We evaluated the developed artefact in four courses with a total enrolment of 1,173 students. The developed design principles for learning analytics information systems (LAIS) to establish a foundation for further development and implementation of learning analytics to support learning and teaching in higher education.

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Students' Perceptions about Learning Analytics in a Brazilian Higher Education Institution

Cited by 6 publications

References 5 publications

Towards learning analytics adoption: A mixed methods study of data‐related practices and policies in Latin American universities

Towards learning analytics adoption: A mixed methods study of data‐related practices and policies in Latin American universities

Tutoria: a software platform to improve feedback in education

Design principles for learning analytics information systems in higher education

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