Identifying needs for learning analytics adoption in Latin American universities: A mixed-methods approach Articles uri icon

authors

  • HILLIGER, ISABEL
  • ORTIZ ROJAS, MARGARITA
  • PESANTEZ CABRERA, PAOLA
  • SCHEIHING, ELIANA
  • TSAI, YI-SHAN
  • MUĂ‘OZ MERINO, PEDRO JOSE
  • BROOS, TOM
  • WHITELOCK-WAINWRIGHT, ALEXANDER
  • PEREZ SANAGUSTIN, MARIA DEL MAR

publication date

  • April 2020

start page

  • 1

end page

  • 9

volume

  • 45

International Standard Serial Number (ISSN)

  • 1096-7516

abstract

  • Learning Analytics (LA) is perceived to be a promising strategy to tackle persisting educational challenges in Latin America, such as quality disparities and high dropout rates. However, Latin American universities have fallen behind in LA adoption compared to institutions in other regions. To understand stakeholders' needs for LA services, this study used mixed methods to collect data in four Latin American Universities. Qualitative data was obtained from 37 interviews with managers and 16 focus groups with 51 teaching staff and 45 students, whereas quantitative data was obtained from surveys answered by 1884 students and 368 teaching staff. According to the triangulation of both types of evidence, we found that (1) students need quality feedback and timely support, (2) teaching staff need timely alerts and meaningful performance evaluations, and (3) managers need quality information to implement support interventions. Thus, LA offers an opportunity to integrate data-driven decision-making in existing tasks.

keywords

  • higher education; institutional adoption; latin america; learning analytics; mixed methods; stakeholder perspectives