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Perspectives from the stakeholder: students' views regarding learning analytics and data collection

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journal contribution
posted on 04.02.2021, 01:54 by Deborah West, Ann Luzeckyj, Bill Searle, Danny Toohey, Jessica VanderlelieJessica Vanderlelie, Kevin R Bell
This article reports on a study exploring student perspectives on the collection and use of student data for learning analytics. With data collected via a mixed methods approach from 2,051 students across six Australian universities, it provides critical insights from students as a key stakeholder group. Findings indicate that while students are generally comfortable with the use of data to support their learning, they do have concerns particularly in relation to the use of demographic data, location data and data collected from wireless networks, social media and mobile applications. Two key themes emerged related to the need for transparency to support informed consent and personal-professional boundary being critical. This supports findings from other research, which reflects the need for a nuanced approach when providing information to students about the data we collect, including what we are collecting, why and how this is being used. Implications for practice or policy: When implementing the use of dashboards, institutions should ideally include opportunities for students to opt in and out, rather than being set so that students have agency over their data and learning. When undertaking work in relation to learning analytics, staff need to ensure the focus of their work relates to student learning rather than academic research. When institutions and academic staff collect and use student data (regardless of the purpose for doing so), all aspects of these processes need to be transparent to students.

Funding

The authors would like to acknowledge the support of the Innovative Research Universities

History

Publication Date

23/12/2020

Journal

Australasian Journal of Educational Technology

Volume

36

Issue

6

Pagination

17p. (p. 72-88)

Publisher

Australasian Society for Computers in Learning in Tertiary Education (ASCILITE)

ISSN

1449-5554

Rights Statement

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