Student Perspectives on Learning Analytics

This reading list provides access to (primarily) peer-reviewed articles that focus on student perspectives and expectations of learning analytics. The list primarily focuses on information privacy concerns, but may also include technological design perspectives/expectations.

Focus: Academic

Related Projects:

Status: Active

Categories:

  • Learning Analytics
  • Student Privacy

Bennett, L., & Folley, S. (2019). Four design principles for learner dashboards that support student agency and empowerment. Journal of Applied Research in Higher Education, 12(1), 15–26. https://doi.org/10.1108/JARHE-11-2018-0251
Hilliger, I., Ortiz‐Rojas, M., Pesántez‐Cabrera, P., Scheihing, E., Tsai, Y.-S., Muñoz‐Merino, P. J., … Pérez‐Sanagustín, M. (n.d.). Towards learning analytics adoption: A mixed methods study of data-related practices and policies in Latin American universities. British Journal of Educational Technology. https://doi.org/10.1111/bjet.12933
Ifenthaler, D., & Schumacher, C. (2016). Student perceptions of privacy principles for learning analytics. Educational Technology Research and Development, 64(5), 923–938. https://doi.org/10.1007/s11423-016-9477-y
Jones, K. M. L., Asher, A., Goben, A., Perry, M. R., Salo, D., Briney, K. A., & Robertshaw, M. B. (forthcoming). “We’re being tracked at all times”: Student perspectives of their privacy in relation to learning analytics in higher education. Journal of the Association for Information Science and Technology. https://doi.org/10.1002/asi.24358
Jones, K. M. L., Perry, M. R., Goben, A., Asher, A., Briney, K. A., Robertshaw, M. B., & Salo, D. (2019). In their own words: Student perspectives on privacy and library participation in learning analytics initiatives. In Proceedings of the Annual Meeting of the Association of College and Research Libraries (pp. 262–274). Cleveland, OH, USA. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2019/InTheirOwnWords.pdf
Roberts, L. D., Howell, J. A., Seaman, K., & Gibson, D. C. (2016). Student attitudes toward learning analytics in higher education: “The Fitbit version of the learning world.” Frontiers in Psychology, 7, 1–11. https://doi.org/10.3389/fpsyg.2016.01959
Schumacher, C., & Ifenthaler, D. (2018). The importance of students’ motivational dispositions for designing learning analytics. Journal of Computing in Higher Education, 30(3), 599–619. https://doi.org/10.1007/s12528-018-9188-y
Schumacher, C., & Ifenthaler, D. (2018). Features students really expect from learning analytics. Computers in Human Behavior, 78(January 2018), 397–407. https://doi.org/10.1016/j.chb.2017.06.030
Slade, S., & Prinsloo, P. (2014). Student perspectives on the use of their data: Between intrusion, surveillance and care. In Challenges for Research into Open & Distance Learning: Doing Things Better – Doing Better Things (pp. 291–300). Oxford, UK. Retrieved from http://oro.open.ac.uk/41229/
Slade, S., Prinsloo, P., & Khalil, M. (2019). Learning analytics at the intersections of student trust, disclosure and benefit. In Proceedings of the 9th International Conference on Learning Analytics & Knowledge (pp. 235–244). Tempe, AZ, USA: Association for Computing Machinery. https://doi.org/10.1145/3303772.3303796
Vu, P., Adkins, M., & Henderson, S. (2020). Aware, but don’t really care: Students’ perspective on privacy and data collection in online courses. Journal of Open Flexible and Distance Learning, 23(2), 42–51. Retrieved from http://jofdl.nz/index.php/JOFDL/article/view/350
Whitelock‐Wainwright, A., Gašević, D., Tsai, Y.-S., Drachsler, H., Scheffel, M., Muñoz‐Merino, P. J., … Kloos, C. D. (2020). Assessing the validity of a learning analytics expectation instrument: A multinational study. Journal of Computer Assisted Learning, 36(2), 209–240. https://doi.org/10.1111/jcal.12401
Whitelock‐Wainwright, A., Gašević, D., Tejeiro, R., Tsai, Y.-S., & Bennett, K. (2019). The student expectations of learning analytics questionnaire. Journal of Computer Assisted Learning, 35(5), 633–666. https://doi.org/10.1111/jcal.12366

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