Enabling Systematic Adoption of Learning Analytics through a Policy Framework

Abstract

Learning analytics (LA) has shown a great potential in improving learning experience and enhancing pedagogical effectiveness. However, the adoption of LA in higher education involves various social, cultural, and technical issues that need to be addressed strategically. We present a study that aims to assist with the development of institutional LA policies to ensure effective and legitimate adoption of LA. The study takes an action research approach and involves key stakeholders directly, so as to incorporate a wide range of perspectives in the policy formation. Ethics and privacy issues were considered the priority element in a LA policy and the top concern for students. A sense of uncertainty about the returns in investment was observed among senior managers, whereas teaching staff were mostly worried about time pressure and the potential of LA to be used for performance appraisal. This poster presents a policy framework that can be used to support institutional readiness assessment, strategy formation, and policy development.