Abstract
In this article we report on the findings of a project funded by the Australian Office for Learning and Teaching and entitled “Learning Analytics: Assisting Universities with Student Retention.” While this project was primarily focused on retention as a potential outcome of learning analytics, its application could be related to the broader concept of student success. Student success allows for a focus on pedagogy and the use of learning analytics for the improvement of learning and teaching with a firm scholarly evidence base. The data gathered for the project provide the background for a discussion about the potential of learning analytics to inform the practice of the Scholarship of Teaching and Learning. A case study demonstrates the potential of this approach. Overall, clear pedagogical questions are important in the application of learning analytics to the Scholarship of Teaching and Learning, and we suggest potential ways to explore pedagogical questions with big data methods.
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Notes
“Academic staff” is the common term in an Australian context, the North American equivalent of which is the term “faculty”.
A data stream is defined in Information Technology (IT) as a set of digital signals used for different kinds of content transmission (https://www.techopedia.com/definition/6757/data-stream).
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Bronnimann, J., West, D., Huijser, H. et al. Applying Learning Analytics to the Scholarship of Teaching and Learning. Innov High Educ 43, 353–367 (2018). https://doi.org/10.1007/s10755-018-9431-5
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DOI: https://doi.org/10.1007/s10755-018-9431-5