2019
DOI: 10.1080/02602938.2019.1691975
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Thinking critically about learning analytics, student outcomes, and equity of attainment

Abstract: This document is the author's post-print version, incorporating any revisions agreed during the peer-review process. Some differences between the published version and this version may remain and you are advised to consult the published version if you wish to cite from it.

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Cited by 26 publications
(29 citation statements)
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“…However, they do not in themselves promote personalised learning as would be engendered by online student-tutor interactions. Francis, Broughan, Foster, and Wilson (2020) also consider analytics into future educational research agendas and student agency have recently been discussed by Tsai, Perrotta, and Gašević (2020) who point out that, 'the current approach to learning analytics presents tensions between increasing student agency in making learningrelated decisions and "datafying" students' (Tsai et al, 2020, p. 554).…”
Section: Towards Personalizing He Systems Of the Futurementioning
confidence: 99%
“…However, they do not in themselves promote personalised learning as would be engendered by online student-tutor interactions. Francis, Broughan, Foster, and Wilson (2020) also consider analytics into future educational research agendas and student agency have recently been discussed by Tsai, Perrotta, and Gašević (2020) who point out that, 'the current approach to learning analytics presents tensions between increasing student agency in making learningrelated decisions and "datafying" students' (Tsai et al, 2020, p. 554).…”
Section: Towards Personalizing He Systems Of the Futurementioning
confidence: 99%
“…29,30 The massive amount of educational data generated by a competency-based curriculum must then be collected, organized and analyzed Learning analytics also have the potential to engender inequality, diminish student agency and breach student privacy. 31 Greller and Drachsler 32 propose a framework for evaluating the appropriateness of a learning analytics system that includes: the tool's impact on stakeholders, its purpose, the data that is to be collected, the algorithms that are used, adherence to external regulation and privacy laws, and ensuring that end-users are sufficiently trained to make sense of the aggregate data without introducing bias. 32 Finally, in order to realize the full potential of CBME, learners must shift from a fixed to a growth mindset.…”
Section: Challenges To Delivering Residency Education In Hematology Hematology Is a Diverse And Rapidly Evolving Specialtymentioning
confidence: 99%
“…In any case, equity in the field of education should contribute to equal opportunities in access to studies regardless of gender [10,11], social origin, or ethnicity [12][13][14]. Equity must promote academic results and quality [15], so that students can access higher education and thus break the inequality gap [16]. Therefore, it is essential to promote compensatory educational policies (schooling, resources, or scholarships and study aids) [4] and to develop organizational and cultural aspects in educational centers [17][18][19][20][21] to encourage leadership practices [6,13,17].…”
Section: Discussionmentioning
confidence: 99%
“…Equity in education should not only be seen as compensation or readjustment of common goods in order to alleviate initial limitations, but should also go beyond this by seeking to ensure that this equity is manifested in such important aspects as equal opportunities in access to studies regardless of gender [10,11], social origin [12,13], or ethnic origin [12][13][14]. It also seeks to ensure that this equity is reflected in academic results and quality [15], which will allow students to access higher education and thus break the inequality gap [16].…”
Section: Introductionmentioning
confidence: 99%