The Potential of Learning Analytics to Systematically Address Diverse Learning Needs and Improve Student Retention in Australian Higher Education

Henk Huijser, Deborah West, David Heath

    Research output: Contribution to journalArticle

    Abstract

    This paper reports on partial findings of an Australian Office for Learning and Teaching funded project entitled Learning Analytics: Assisting Universities with Student Retention. The potential of learning analytics to address diverse learning needs in a systematic and responsive manner is discussed, focusing on how the use of learning analytics can assist in developing responsive and student-centred
    curricula, and by extension improve student retention. Potential uses of learning analytics to address diverse learning needs and improve retention are explored, as is current use by academics. The paper first provides a literature review with a focus on the potential impact of learning analytics on student retention, and
    student success and engagement, before reporting on academic-level qualitative
    data of the project. These qualitative data for this paper are retrieved from a combination of surveys and focused interviews with academics across the Australian higher education sector. The key findings indicate that learning analytics is currently still a potential source of confusion for many academics, that institutional context is a crucial factor, and that a need exists for proactive communication about learning analytics planning and strategy by institutional
    leaders.
    Original languageEnglish
    Pages (from-to)1-19
    Number of pages19
    JournalAdvances in Scholarship of Teaching and Learning
    Volume3
    Issue number1
    Publication statusPublished - 2015

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