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.
|Title of host publication||ascilite2015|
|Subtitle of host publication||Australasian Society for Computers in Learning and Tertiary Education Curtin University, Perth, Australia : Conference Proceedings|
|Number of pages||12|
|Publication status||Published - 29 Nov 2015|
|Event||Ascilite 2015 - Curtin University, Bentley, Australia|
Duration: 29 Nov 2015 → 2 Dec 2015
|Period||29/11/15 → 2/12/15|
Bibliographical note(CC-BY 4.0) Open Access article licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license (http://creativecommons.org/licenses/by/4.0) .
- Learning Analytics
- Student Retention
- Higher Education