Learning Analytics: What’s the Use? A Study of Staff and Student Perspectives in Higher Education

Learning analytics (LA) has been defined as the measurement, collection, analysis and
reporting of data about learners, for the purpose of understanding and optimising learning and
the environments in which it occurs. Due to the volume of student data that has emerged
since the rise of virtual learning environments (VLEs), the field of learning analytics has
subsequently gained momentum. However, knowledge gaps remain in relation to the ways in
which learning analytics is implemented in Higher Education Institutions (HEI) to support
students’ learning. The purpose of this contextual study was to examine staff and students’
attitudes towards and understanding of LA across four colleges within a HEI. Methods:
Surveys and focus groups were conducted with both staff and students across four colleges
within the HEI. Findings: Both staff and students rated ‘improving teaching quality’ and
‘improving individual students’ educational experience’ as some of the most important
reasons for collecting and analysing student data. However, both staff and students also
reported a lack of awareness regarding what data is collected within the HEI, and for what
purpose. Conclusions: The main reasons highlighted by both staff and student responses in
relation to the collection and analysis of students’ data reflect the primary goal of learning
analytics which is to enhance the students’ learning process. A collaborative approach to is
needed to ensure both staff and student voices are represented in the development and
implementation of LA in HEIs.