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Towards learning analytics adoption: A mixed methods study of data-related practices and policies in Latin American universities

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dc.affiliation.dptoUC3M. Departamento de Ingeniería Telemáticaes
dc.affiliation.grupoinvUC3M. Grupo de Investigación: Aplicaciones y Servicios Telemáticos (GAST)es
dc.contributor.authorHilliger, Isabel
dc.contributor.authorOrtiz Rojas, Margarita
dc.contributor.authorPesántez Cabrera, Paola
dc.contributor.authorSheihing, Eliana
dc.contributor.authorTsai, Yi Shan
dc.contributor.authorMuñoz Merino, Pedro José
dc.contributor.authorBroos, Tom
dc.contributor.authorWhitelock‐Wainwright, Alexander
dc.contributor.authorGasevic, Dragan
dc.contributor.authorPérez Sanagustín, Mar
dc.contributor.funderEuropean Commissionen
dc.date.accessioned2020-10-08T11:58:10Z
dc.date.available2022-01-01T00:00:05Z
dc.date.issued2020-07-01
dc.description.abstractIn Latin American universities, Learning Analytics (LA) has been perceived as a promising opportunity to leverage data to meet the needs of a diverse student cohort. Although universities have been collecting educational data for years, the adoption of LA in this region is still limited due to the lack of expertise and policies for processing and using educational data. In order to get a better picture of how existing data-related practices and policies might affect the incorporation of LA in Latin American institutions, we conducted a mixed methods study in four Latin American universities (two Chilean and two Ecuadorian). In this paper, the qualitative data were based on 37 interviews with managers and 16 focus groups with 51 teaching staff and 45 students; the quantitative data were collected through two surveys answered by 1884 students and 368 teachers, respectively. The findings reveal opportunities to incorporate LA services into existing data practices in the four case studies. However, the lack of reliable information systems and policies to regulate the use of data imposes challenges that need to be overcome for future LA adoption.en
dc.description.sponsorshipThis work was funded by the LALA project (grant no. 586120-EPP-1-2017-1-ES-EPPKA2- CBHE-JP). This project has been funded with support from the European Commission. This publi- cation reflects only the views of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.en
dc.identifier.bibliographicCitationBritish Journal of Educational Technology, 2020, 51 (4), 915-937
dc.identifier.doi10.1111/bjet.12933
dc.identifier.issn0007-1013
dc.identifier.publicationfirstpage915
dc.identifier.publicationissue4
dc.identifier.publicationlastpage937
dc.identifier.publicationtitleBritish Journal of Educational Technology
dc.identifier.publicationvolume51
dc.identifier.urihttps://hdl.handle.net/10016/31139
dc.identifier.uxxiAR/0000026033
dc.language.isoeng
dc.rights© 2020 British Educational Research Association
dc.rights.accessRightsopen access
dc.subject.ecienciaTelecomunicacioneses
dc.subject.otherHigher educationen
dc.titleTowards learning analytics adoption: A mixed methods study of data-related practices and policies in Latin American universitiesen
dc.typeresearch article*
dc.type.hasVersionAM*
dspace.entity.typePublication
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