Are Higher Education Institutions Prepared for Learning Analytics?

Abstract

Learning analytics may provide multiple benefits for higher education institutions and for involved stakeholders by using different data analytics strategies to produce summative, real-time and predictive insights and recommendations. However, are institutions and academic as well as administrative staff prepared for learning analytics? Considering a learning analytics benefits matrix, this study investigates the current capabilities for learning analytics at higher education institutions, explores the importance of data sources for a valid learning analytics framework, and builds an understanding on how important insights from learning analytics are perceived. Findings revealed a lack of staff and technology being available for learning analytics projects. It is concluded that more empirical research focussing on the validity of learning analytics frameworks and on expected benefits for learning and instruction is required to confirm the high hopes this promising emerging technology is suggesting.