The adage that feedback is the breakfast of champions rings true in the educational work on learning analytics. It is widely acknowledged that institutions and academics see great value in the use of analytics to drive student success. However, little evidence or practice exists in relation to student perceptions and expectations.
Learning Analytics affords the opportunity to encourage student metacognition and reflection. But for this to occur, learners must have access to information about their learning and understand its meaning. Concern has been raised regarding student data literacy and their understanding of the information that is being collected and used.
For more than 18 months, Charles Darwin University, in partnership with other institutions, ran a project to explore student perceptions of learning analytics.
This session will present preliminary findings from the project and explore the perceptions of students gathered from focus group discussions and a survey. It will highlight what data students think is collected, their level of comfort, degree of usefulness, concerns, how they would like information displayed and matters concerning policy and practice.
Speakers: Bill Searle | Charles Darwin University | Robert Fitzgerald | Charles Darwin University