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

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dc.contributor.author Hiliger, Isabel
dc.contributor.author Ortiz Rojas, Margarita
dc.contributor.author Pesántez Cabrera, Paola
dc.contributor.author Sheihing, Eliana
dc.contributor.author Tsai, Yi Shan
dc.contributor.author Muñoz Merino, Pedro José
dc.contributor.author Broos, Tom
dc.contributor.author Whitelock‐Wainwright, Alexander
dc.contributor.author Gašević, Dragan
dc.contributor.author Pérez Sanagustín, Mar
dc.date.accessioned 2020-10-08T11:58:10Z
dc.date.issued 2020-07-01
dc.identifier.bibliographicCitation British Journal of Educational Technology, 2020, 51 (4), 915-937
dc.identifier.issn 0007-1013
dc.identifier.uri http://hdl.handle.net/10016/31139
dc.description.abstract In 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.
dc.description.sponsorship This 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.
dc.language.iso eng
dc.rights © 2020 British Educational Research Association
dc.subject.other Higher education
dc.title Towards learning analytics adoption: A mixed methods study of data-related practices and policies in Latin American universities
dc.type article
dc.subject.eciencia Telecomunicaciones
dc.identifier.doi 10.1111/bjet.12933
dc.rights.accessRights embargoedAccess
dc.type.version acceptedVersion
dc.identifier.publicationfirstpage 915
dc.identifier.publicationissue 4
dc.identifier.publicationlastpage 937
dc.identifier.publicationtitle British Journal of Educational Technology
dc.identifier.publicationvolume 51
dc.identifier.uxxi AR/0000026033
carlosiii.embargo.liftdate 2022-01-01
carlosiii.embargo.terms 2022-01-01
dc.contributor.funder European Commission
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