Publication: Assessing the validity of a learning analytics expectation instrument: a multinational study
dc.affiliation.dpto | UC3M. Departamento de Ingeniería Telemática | es |
dc.affiliation.grupoinv | UC3M. Grupo de Investigación: Aplicaciones y Servicios Telemáticos (GAST) | es |
dc.contributor.author | Whitelock‐Wainwright, Alexander | |
dc.contributor.author | Gasevic, Dragan | |
dc.contributor.author | Tsai, Yi Shan | |
dc.contributor.author | Drachsler, Hendrik | |
dc.contributor.author | Scheffel, Maren | |
dc.contributor.author | Muñoz Merino, Pedro José | |
dc.contributor.author | Tammets, Kairit | |
dc.contributor.author | Delgado Kloos, Carlos | |
dc.date.accessioned | 2022-05-16T11:22:43Z | |
dc.date.available | 2022-05-16T11:22:43Z | |
dc.date.issued | 2020-04 | |
dc.description.abstract | To assist higher education institutions in meeting the challenge of limited student engagement in the implementation of Learning Analytics services, the Questionnaire for Student Expectations of Learning Analytics (SELAQ) was developed. This instrument contains 12 items, which are explained by a purported two-factor structure of "Ethical and Privacy Expectations" and "Service Feature Expectations". As it stands, however, the SELAQ has only been validated with tudents from UK university, which is problematic on account of the interest in Learning Analytics extending beyond this context. Thus, the aim of the current work was to assess whether the translated SELAQ can be validated in three contexts (an Estonian, a Spanish, and a Dutch University). The findings show that the model provided acceptable fits in both the Spanish and Dutch samples, but was not supported in the Estonian student sample. In addition, an assessment of local fit is undertaken for each sample, which provides important points that need to be considered in future work. Finally, a general comparison of expectations across contexts is undertaken, which are discussed in relation to the General Data Protection Regulation (2018). | en |
dc.format.extent | 32 | es |
dc.identifier.bibliographicCitation | Journal of computer assisted learning, 36(2), April 2020, Pp. 209-240 | en |
dc.identifier.doi | https://doi.org/10.1111/jcal.12401 | |
dc.identifier.issn | 1365-2729 | |
dc.identifier.publicationfirstpage | 209 | es |
dc.identifier.publicationissue | 2 | es |
dc.identifier.publicationlastpage | 240 | es |
dc.identifier.publicationtitle | Journal of Computer Assisted Learning | en |
dc.identifier.publicationvolume | 36 | es |
dc.identifier.uri | https://hdl.handle.net/10016/34810 | |
dc.identifier.uxxi | AR/0000025651 | |
dc.language.iso | eng | en |
dc.publisher | John Wiley & Sons Ltd. | en |
dc.rights | © 2020 John Wiley & Sons Ltd. | en |
dc.rights.accessRights | open access | en |
dc.subject.other | Learning analytics | en |
dc.subject.other | Multinational | en |
dc.subject.other | Questionnaire | en |
dc.subject.other | Student expectations | en |
dc.title | Assessing the validity of a learning analytics expectation instrument: a multinational study | en |
dc.title.alternative | Multinational validity of an instrument | en |
dc.type | research article | * |
dc.type.hasVersion | SMUR | * |
dspace.entity.type | Publication |
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