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Learning Analytics in Higher Education provides a foundational understanding of how learning analytics is defined, what barriers and opportunities exist, and how it can be used to improve practice, including strategic planning, course development, teaching pedagogy, and student assessment.
List of contents
ContentsList of Tables
List of Figures
Preface
Acknowledgments
Chapter 1: Absorptive capacity and routines: Understanding barriers to learning analytics adoption in higher education
Aditya JohriChapter 2. Analytics in the field: Why locally grown continuous improvement systems are essential for effective data driven decision-making
Matthew T. HoraChapter 3: Big data, small data, and data shepherds
Jennifer DeBoer and Lori BreslowChapter 4: Evaluating scholarly teaching: A model and call for an evidence-based approach
Daniel L. Reinholz, Joel C. Corbo, Daniel J. Bernstein, and Noah D. FinkelsteinChapter 5: Discipline-focused learning analytics approaches
with users instead of
for users
David B. Knight, Cory Brozina, Timothy J. Kinoshita, Brian J. Novoselich, Glenda D. Young, and Jacob R. GrohsChapter 6: Student consent in learning analytics: The devil in the details?
Paul Prinsloo and Sharon SladeChapter 7: Using learning analytics to improve student learning outcomes assessment in higher education: Potential, constraint, & possibility
Carrie Klein, and Richard M. Hess
Chapter 8: Data, data everywhere: Implications and considerations
Matthew D. Pistilli
Contributor Bios
About the author
Jaime Lester is Associate Professor of Higher Education at George Mason University, USA.
Carrie Klein is a PhD Candidate and Research and Teaching Assistant in the Higher Education Program at George Mason University, USA.
Aditya Johri is Associate Professor of Information Sciences and Technology at George Mason University, USA.
Huzefa Rangwala is Associate Professor of Computer Science at George Mason. University, USA.
Summary
Learning Analytics in Higher Education provides a foundational understanding of how learning analytics is defined, what barriers and opportunities exist, and how it can be used to improve practice, including strategic planning, course development, teaching pedagogy, and student assessment.
