Learning analytics in higher education --- challenges and policies: a review of eight learning analytics policies
Learning analytics in higher education --- challenges and policies: a review of eight learning analytics policies
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高等教育中的学习分析——挑战与政策：八项学习分析政策回顾
DOI：
10.1145/3027385.3027400
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
D. Gašević
中科院分区：
文献类型：
--
作者：
Yi;D. Gašević
本文介绍了对与高等教育相关的学习分析的八项政策的回顾结果，并讨论了这些政策如何试图解决文献中确定的采用学习分析的突出挑战。结果表明，需要更多地考虑在利益相关者之间建立沟通渠道，并采用基于教育学的学习分析方法。它还揭示了在最终用户中培养数据素养和评估学习分析的进展和影响方面缺乏指导。此外，审查强调需要建立正式的指导方针，以监测学习分析的健全性、有效性和合法性。随着高等教育机构对学习分析的兴趣不断增长，本综述将为采用学习分析的政策和战略规划提供见解。
This paper presents the results of a review of eight policies for learning analytics of relevance for higher education, and discusses how these policies have tried to address prominent challenges in the adoption of learning analytics, as identified in the literature. The results show that more considerations need to be given to establishing communication channels among stakeholders and adopting pedagogy-based approaches to learning analytics. It also reveals the shortage of guidance for developing data literacy among end-users and evaluating the progress and impact of learning analytics. Moreover, the review highlights the need to establish formalised guidelines to monitor the soundness, effectiveness, and legitimacy of learning analytics. As interest in learning analytics among higher education institutions continues to grow, this review will provide insights into policy and strategic planning for the adoption of learning analytics.