kth.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Exploring students’ expectations of learning analytics: A person-centered approach
KTH, School of Electrical Engineering and Computer Science (EECS), Human Centered Technology, Media Technology and Interaction Design, MID.ORCID iD: 0000-0002-8543-3774
KTH, School of Electrical Engineering and Computer Science (EECS), Human Centered Technology, Media Technology and Interaction Design, MID.
School of Computing, University of Eastern Finland, Joensuu, Finland.
KTH, School of Industrial Engineering and Management (ITM), Learning, Digital Learning.ORCID iD: 0000-0002-9984-6561
2022 (English)In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 27, no 6, p. 8561-8581Article in journal (Refereed) Published
Abstract [en]

In order to successfully implement learning analytics (LA), we need a better understanding of student expectations of such services. Yet, there is still a limited body of research about students’ expectations across countries. Student expectations of LA have been predominantly examined from a view that perceives students as a group of individuals representing homogenous views. This study examines students’ ideal (i.e., representing their wanted outcomes) and predicted expectations (i.e., unveiling what they realistically expect the LA service is most likely to be) of LA by employing a person-centered approach that allows exploring the heterogeneity that may be found in student expectations. We collected data from 132 students in the setting of Swedish higher education by means of an online survey. Descriptive statistics and Latent Class Analysis (LCA) were used for the analysis. Our findings show that students’ ideal expectations of LA were considerably higher compared to their predicted expectations. The results of the LCA exhibit that the Swedish students’ expectations of LA were heterogeneous, both regarding their privacy concerns and their expectations of LA services. The findings of this study can be seen as a baseline of students’ expectations or a cross-sectional average, and be used to inform student-centered implementation of LA in higher education. 

Place, publisher, year, edition, pages
Springer Nature , 2022. Vol. 27, no 6, p. 8561-8581
Keywords [en]
Higher education, Impact, Latent class analysis, Learning analytics, Person-centered approach, Students’ expectations
National Category
Learning
Identifiers
URN: urn:nbn:se:kth:diva-321866DOI: 10.1007/s10639-022-10980-2ISI: 000766514000003Scopus ID: 2-s2.0-85126045938OAI: oai:DiVA.org:kth-321866DiVA, id: diva2:1713549
Note

QC 20221125

Available from: 2022-11-25 Created: 2022-11-25 Last updated: 2022-11-25Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopus

Authority records

Viberg, OlgaEngström, LindaHrastinski, Stefan

Search in DiVA

By author/editor
Viberg, OlgaEngström, LindaHrastinski, Stefan
By organisation
Media Technology and Interaction Design, MIDDigital Learning
In the same journal
Education and Information Technologies: Official Journal of the IFIP technical committee on Education
Learning

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 111 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf