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    Are We on Our Way to Becoming a “Helicopter University”? Academics’ Views on Learning Analytics

    255445.pdf (435.7Kb)
    Access Status
    Open access
    Authors
    Howell, Joel
    Roberts, Lynne
    Seaman, Kristen
    Gibson, David
    Date
    2017
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Howell, J. and Roberts, L. and Seaman, K. and Gibson, D. 2017. Are We on Our Way to Becoming a “Helicopter University”? Academics’ Views on Learning Analytics. Technology, Knowledge and Learning. 23 (1): pp. 1-20.
    Source Title
    Technology, Knowledge and Learning
    DOI
    10.1007/s10758-017-9329-9
    ISSN
    2211-1662
    School
    School of Psychology and Speech Pathology
    URI
    http://hdl.handle.net/20.500.11937/55113
    Collection
    • Curtin Research Publications
    Abstract

    Higher education institutions are developing the capacity for learning analytics. However, the technical development of learning analytics has far exceeded the consideration of ethical issues around learning analytics. We examined higher education academics’ knowledge, attitudes, and concerns about the use of learning analytics though four focus groups (N = 35). Thematic analysis of the focus group transcripts identified five key themes. The first theme, ‘Facilitating learning’, represents academics’ perceptions that, while currently unrealized, there could be several benefits to learning analytics that would help their students. Three themes; ‘Where are the ethics?’, ‘What about the students!’, and ‘What about me!’ represented academics’ perceptions of how learning analytics could pose some considerable difficulties within a higher education context. A final theme ‘Let’s move forward together’ reflected that despite some challenges and concerns about learning analytics, academics perceived scope for learning analytics to be beneficial if there is collaboration between academics, students, and the university. The findings highlight the need to include academics in the development of learning analytics policies and procedures to promote the suitability and widespread adoption of learning analytics in the higher education sector.

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