Student Perspectives on Learning Analytics

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

Botnevik, S., Khalil, M., & Wasson, B. (2020). Student awareness and privacy perception of learning analytics in higher education. In C. Alario-Hoyos, M. J. Rodríguez-Triana, M. Scheffel, I. Arnedillo-Sánchez, & S. M. Dennerlein (Eds.), Addressing Global Challenges and Quality Education (pp. 374–379). Springer International Publishing. https://doi.org/10.1007/978-3-030-57717-9_30

Brooker, A., Corrin, L., Fisher, J., & Mirriahi, N. (2017). Defining “data” in conversations with students about the ethical use of learning analytics. In H. Partridge, K. Davis, & J. Thomas (Eds.), Me, Us, IT! Proceedings ASCILITE2017: 34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education (pp. 27–31). https://2017conference.ascilite.org/program/defining-data-in-conversations-with-students-about-the-ethical-use-of-learning-analytics/

Foster, C. P. (2020). Students’ adoption of learner analytics. In D. Ifenthaler & D. Gibson (Eds.), Adoption of Data Analytics in Higher Education Learning and Teaching (pp. 137–158). Springer International Publishing. https://doi.org/10.1007/978-3-030-47392-1_8

Heath, J., & Fulcher, M. D. (2017). Learning analytics–hearing the student voice. Proceedings of the Students Transitions Achievements Retention and Success (STARS) Conference.

Hilliger, I., Ortiz‐Rojas, M., Pesántez‐Cabrera, P., Scheihing, E., Tsai, Y.-S., Muñoz‐Merino, P. J., Broos, T., Whitelock‐Wainwright, A., Gašević, D., & Pérez‐Sanagustín, M. (forthcoming). Towards learning analytics adoption: A mixed methods study of data-related practices and policies in Latin American universities. British Journal of Educational Technology, PREPRINT(PREPRINT). 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

Jivet, I., Scheffel, M., Schmitz, M., Robbers, S., Specht, M., & Drachsler, H. (2020). From students with love: An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education. The Internet and Higher Education, 47, 100758. https://doi.org/10.1016/j.iheduc.2020.100758

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 D. Mueller (Ed.), Recasting the Narrative: The Proceedings of the ACRL 2019 Conference. ACRL. http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2019/InTheirOwnWords.pdf

Jones, K. M. L., Asher, A., Goben, A., Perry, M. R., Salo, D., Briney, K. A., & Robertshaw, M. B. (2020). “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, 71(9), 1044–1059. https://doi.org/10.1002/asi.24358

Joseph-Richard, P., & Uhomoibhi, J. O. (2021). Ethics in predictive learning analytics: an empirical case study on students perceptions in a northern irish university. In A. Azevedo, J. M. Azevedo, J. Onohuome Uhomoibhi, & E. Ossiannilsson (Eds.), Advancing the Power of Learning Analytics and Big Data in Education. IGI Global. https://doi.org/10.4018/978-1-7998-7103-3

Karaoglan Yilmaz, F. G., & Yilmaz, R. (2020). Student opinions about personalized recommendation and feedback based on learning analytics. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-020-09460-8

Krieter, P., Viertel, M., & Breiter, A. (2020). We know what you did last semester: Learners’ perspectives on screen recordings as a long-term data source for learning analytics. In C. Alario-Hoyos, M. J. Rodríguez-Triana, M. Scheffel, I. Arnedillo-Sánchez, & S. M. Dennerlein (Eds.), Addressing Global Challenges and Quality Education (pp. 187–199). Springer International Publishing. https://doi.org/10.1007/978-3-030-57717-9_14

Li, W., Sun, K., Schaub, F., & Brooks, C. (2021). Disparities in students’ propensity to consent to learning analytics. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-021-00254-2

Luzeckyj, A., West, D. S., Searle, B. K., Toohey, D. P., Vanderlelie, J. J., & Bell, K. R. (2020). Stakeholder perspectives (staff and students) on institution-wide use of learning analytics to improve learning and teaching outcomes. In D. Ifenthaler & D. Gibson (Eds.), Adoption of Data Analytics in Higher Education Learning and Teaching (pp. 177–200). Springer International Publishing. https://doi.org/10.1007/978-3-030-47392-1_10

Nevaranta, M., Lempinen, K., & Kaila, E. (2020). Students’ perceptions about data safety and ethics in learning analytics. Proceedings of the Conference on Technology Ethics, 23–37. http://ceur-ws.org/Vol-2737/FP_2.pdf

Park, J., & Vance, A. (2021, February 11). Data privacy in higher education: Yes, students care. EDUCAUSE Review. https://er.educause.edu/articles/2021/2/data-privacy-in-higher-education-yes-students-care

Rayala, N., Uskova, M., Sharma, K., & Rachakonda, R. (2018). Learning analytics based smart pedagogy: Student feedback. Smart Education and E-Learning 2018, 99, 117.

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. Challenges for Research into Open & Distance Learning: Doing Things Better – Doing Better Things, 291–300. http://oro.open.ac.uk/41229/

Slade, S., Prinsloo, P., & Khalil, M. (2019). Learning analytics at the intersections of student trust, disclosure and benefit. Proceedings of the 9th International Conference on Learning Analytics & Knowledge, 235–244. https://doi.org/10.1145/3303772.3303796

Tsai, Y.-S., Whitelock-Wainwright, A., & Gašević, D. (2020). The privacy paradox and its implications for learning analytics. Proceedings of the Tenth International Conference on Learning Analytics & Knowledge, 230–239. https://doi.org/10.1145/3375462.3375536

Velander, J. (2020). Student awareness, perceptions and values in relation to their university data [Linnaeus University]. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-98843

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. http://jofdl.nz/index.php/JOFDL/article/view/350

West, D., Luzeckyj, A., Searle, B., Toohey, D., Vanderlelie, J., & Bell, K. R. (2020). Perspectives from the stakeholder: Students’ views regarding learning analytics and data collection. Australasian Journal of Educational Technology, 36(6), 72–88. https://doi.org/10.14742/ajet.5957

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

Whitelock‐Wainwright, A., Gašević, D., Tsai, Y.-S., Drachsler, H., Scheffel, M., Muñoz‐Merino, P. J., Tammets, K., & 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