Abstract
Despite the growing popularity of learning analytics in higher education, its development status in Asia was barely studied. This paper reports a study on the development of learning analytics in higher education in Asia. Semi-structured interviews were conducted with eight senior managers or senior academics from various tertiary institutions in Asia. The participants were asked about their institutions’ position on learning analytics, the progress in its implementation, factors leading to effective implementation, and challenges encountered, if any. The results showed that in those institutions where learning analytics has been implemented, it aimed mainly at enhancing student retention, pedagogy and student learning experience. Its effective implementation relies on support from senior management, and taking students’ views into account in decision-making. The participants’ institutions encountered difficulties due to teachers’ and students’ concerns, such as the increased workload and data privacy, as well as technical issues in data collection, processing and analysis. In short, though starting late in Asia, learning analytics has been gradually gaining attention and is being implemented. The future directions of research and practices in learning analytics are also discussed.
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Notes
- 1.
As of 24 November 2017.
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The work described in this paper was partially supported by a grant from the Research Grants Council of the Hong Kong Special Administrative Region, China (UGC/IDS16/15).
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LI, K.C., YE, C.J., WONG, B.TM. (2018). Status of Learning Analytics in Asia: Perspectives of Higher Education Stakeholders. In: Cheung, S., Lam, J., Li, K., Au, O., Ma, W., Ho, W. (eds) Technology in Education. Innovative Solutions and Practices. ICTE 2018. Communications in Computer and Information Science, vol 843. Springer, Singapore. https://doi.org/10.1007/978-981-13-0008-0_25
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