Let’s Talk Learning Analytics: A Framework for Implementation in Relation to Student Retention
DOI:
https://doi.org/10.24059/olj.v20i2.792Keywords:
Learning analytics, student retention, student success, higher educationAbstract
This paper presents a dialogical tool for the advancement of learning analytics implementation for student retention in Higher Education institutions. The framework was developed as an outcome of a project commissioned and funded by the Australian Government’s Office for Learning and Teaching. The project took a mixed-method approach including a survey at the institutional level (n = 24), a survey of individual teaching staff and other academics with an interest in student retention (n = 353), and a series of interviews (n = 23). Following the collection and analysis of these data an initial version of the framework was developed and presented at a National Forum attended by 148 colleagues from 43 different institutions. Participants at the forum were invited to provide commentary on the usefulness and composition of the framework which was subsequently updated to reflect this feedback. Ultimately, it is envisaged that such a framework might offer institutions an accessible and concise tool to structure and systematize discussion about how learning analytics might be implemented for student retention in their own context.References
ACODE. (2014). Benchmarks for Technology Enhanced Learning. Canberra, ACT: ACODE.
Arnold, K., Lonn, S. & Pistilli, M. (2014). An exercise in institutional reflection: The Learning Analytics Readiness Instrument (LARI). Proceedings 5th International Conference on Learning Analytics and Knowledge Conference (LAK’15), Poughkeepsie, New York.
Arnold, K., Lynch, G., Huston, D., Wong, L., Jom, L. & Olsen, C. (2014). Building institutional capacities and competencies for systemic learning analytics initiatives. Proceedings Learning Analytics and Knowledge Conference (LAK’15), Poughkeepsie, New York.
Arnold, K. & Pistilli, M. (2012). Course signals at Purdue: Using learning analytics to increase student success. Proceedings 2nd International Conference on Learning Analytics and Knowledge (LAK ’12), Vancouver, British Columbia.
Balacheff, N. & Lund, K. (2013). Multidisciplinarity vs. multivocality: The case of “Learning Analyticsâ€. Proceedings of the 3rd International Conference on Learning Analytics and Knowledge (LAK ’13), Leuven, Belgium. doi:10.1145/2460296.2460299
Behrendt, L., Larkin, S., Griew, R., & Kelly, P. (2012). Review of higher education access and outcomes for Aboriginal and Torres Strait Islander People: Final report. Canberra: Australian Government.
Bichsel, J. (2012). Analytics in higher education: Benefits, barriers, progress and recommendations. Louisville, CO: EDUCAUSE Center for Applied Research.
Bradley, D., Noonan, P., Nugent, H. & Scales, B. (2008). Review of Australian higher education: Final report. Canberra: Australian Government.
Buckingham Shum, S. & Ferguson, R. (2012). Social learning analytics. Educational Technology & Society, 15(3), 3-26.
Campbell, J., and Oblinger, D. (2007) Academic analytics: White paper. Educause. Retrieved 12 May, 2015 from http://net.educause.edu/ir/library/pdf/pub6101.pdf
Dawson, S., Rogers, T., Kennedy, G., & Colvin, C. (in press). Student retention and learning analytics: a snapshot of current Australian practices and a framework for advancement. Strawberry Hills, NSW: Office for Learning and Teaching.
Dekker, G., Pechenizkiy, M. and Vleeshouwers, J. (2009). Predicting students drop out: A case study. Proceedings 2nd International Conference on Educational Data Mining (EDM'09), pp. 41-50.
Educause (2010). 7 Things you should know about analytics. Retrieved May 12, 2015 from
http://www.educause.edu/ir/library/pdf/ELI7059.pdf
Educause Center for Applied Research (ECAR) (2012). Analytics Maturity Index for Higher Education. Retrieved July 21, 2015 from http://www.educause.edu/ecar/research-publications/ecar-analytics-maturity-index-higher-education
Ferguson, R. (2012). Learning analytics: drivers, developments and challenges. International Journal of Technology Enhanced Learning, 4(5/6), 304-317.
Fiaidhi, J. (2014). The next step for learning analytics. IT Pro, September/October, 4-8.
Frankola, K. (2002). Why online learners drop out. Retrieved 14 June 2013 http://www.kfrankola.com/Documents/Why%20online%20learners%20drop%20out_Workforce.pdf
Gaševic, D., Dawson, S. & Siemens, G. (2015). Let's not forget: Learning analytics are about learning. TechTrends: Linking Research and Practice to Improve Learning, 59(1), 64-71.
Heathcote, E. & Dawson, S. (2005). Data mining for evaluation, benchmarking and reflective practice in a LMS. Proceedings e-Learn 2005: World conference on e-Learning in corporate, government, healthcare & higher education, Vancouver, Canada.
Johnson, L., Adams Becker, S., Estrada, V. & Freeman, A. (2015). NMC Horizon Report: 2015 Higher Education Edition. Austin, TX: New Media Consortium.
Kift, S. (2009). Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education. Strawberry Hills, ACT: Australian Government (ALTC).
Kift, S. & Nelson, K. (2005). Beyond curriculum reform: Embedding the transition experience. In Brew, A. & Asmar, C. (Eds.), Higher Education in a changing world: Research and Development in Higher Education (pp. 225-235). Milperra, NSW: HERDSA.
Kift, S., Nelson, K. & Clarke, J. (2010). Transition Pedagogy: A third generation approach to FYE – A case study of policy and practice for the higher education sector. The International Journal of the First Year in Higher Education, 1(1), 1-20.
Koshy, P. (2014). Student equity performance in Australian higher education: 2007 to 2012. National Centre for Student Equity in Higher Education (NCSEHE), Perth: Curtin University.
Long, P. & Siemens, G. (2011). Penetrating the fog: Analytics in learning and education. EDUCAUSE Review, 46(5), 30-32.
Marshall, S. (2006) eMM Version Two Process Guide. Wellington: Victoria University.
Marshall, S. & Mitchell, G (2002). An E-Learning Maturity Model? Proceedings 19th Annual ascilite Conference, Auckland, New Zealand.
Nelson, K., Clarke, J., Stoodley, I. & Creagh, T. (2014). Establishing a framework for transforming student engagement, success and retention in higher education institutions. Final Report 2014, Canberra: Australian Government Office for Learning & Teaching.
Norris, D., & Baer, L. (2012). A Toolkit for Building Organizational Capacity for Analytics (pp. 1-180). Washington, DC: Strategic Initiatives Inc.
Rivera, J., & Rice, M. (2002). A comparison of student outcomes and satisfaction between traditional and web based course offerings. Online Journal of Distance Learning Administration, 5(3).
Sclater, N. (2014). Learning analytics: The current state of play in UK higher and further education. JISC, United Kingdom.
Siemens G. (2012). Learning analytics: Envisioning a research discipline and a domain of practice, Proceedings 2nd International Conference on Learning Analytics and Knowledge (LAK ’12), Vancouver, British Columbia.
Siemens, G., Dawson, S. & Lynch, G. (2013). Improving the productivity of the higher education sector: policy and strategy for systems-level deployment of learning analytics. Canberra, ACT: SoLAR/Australian Government Office for Learning and Teaching.
Universities Australia (2013). A smarter Australia: An agenda for Australian higher education 2013-2016. Canberra, ACT: Universities Australia.
van Barneveld, A., Arnold, K., & Campbell, J. (2012). Analytics in higher education: Establishing a common language. Educause Learning Initiative. Retrieved May 10, 2015 from http://net.educause.edu/ir/library/pdf/eli3026.pdf
West, D., Huijser, H., Heath, D., Lizzio, A., Miles, C., Toohey, D., Brönnimann, J. & Searle, B. (in press). Learning analytics: Assisting universities with student retention. Strawberry Hills, NSW: Australian Government Office for Learning and Teaching.
West, D., Huijser, H., Heath, D., Lizzio, A., Miles, C., Toohey, D., Brönnimann, J. & Searle, B. (2015a). Forum resources. Retrieved September 25, 2015 from http://www.letstalklearninganalytics.edu.au/national-forum/
West, D., Huijser, H., Heath, D., Lizzio, A., Miles, C., Toohey, D., Brönnimann, J. & Searle, B. (2015b). Discussion Questions. Retrieved September 25, 2015 from http://www.letstalklearninganalytics.edu.au/wp-content/uploads/2015/06/Discussion-Questions-Final-26-May-2015.pdf
West, D., Huijser, H., Heath, D., Lizzio, A., Miles, C., Toohey, D., Brönnimann, J. & Searle, B. (2015c). Let’s Talk Learning Analytics Framework. Retrieved September 25, 2015 from http://www.letstalklearninganalytics.edu.au/wp-content/uploads/2015/06/Lets-Talk-Learning-Analytics-Framework-Final-26-May-2015.pdf
Willcoxson, L., Manning, M., Hibbins, R., Joy, S., Thomas, J., Girardi, A., Leask, B., Sidoryn, T., Cotter, J., Kavanagh, M., Troedson, D., & Lynch, B. (2011). The whole of university experience: Retention, attrition, learning and personal support interventions during undergraduate business studies. Surrey Hills, NSW: Australian Learning and Teaching Council. Retrieved May 10, 2015 from http://eprints.usq.edu.au/20138/
Yeado, J., Haycock, K., Johnstone, R., & Chaplot, P. (2014). Education trust higher education practice guide: Learning from high-performing and fast-gaining institutions. The Education Trust, Washington, DC.
Downloads
Published
Issue
Section
License
As a condition of publication, the author agrees to apply the Creative Commons – Attribution International 4.0 (CC-BY) License to OLJ articles. See: https://creativecommons.org/licenses/by/4.0/.
This licence allows anyone to reproduce OLJ articles at no cost and without further permission as long as they attribute the author and the journal. This permission includes printing, sharing and other forms of distribution.
Author(s) hold copyright in their work, and retain publishing rights without restrictions
