Learning analytics for pedagogical decision making in higher education

Abstract

The present study aims to assess professors’ expectations on the use of learning analytics (LA) to improve teaching at university and it also aims to gather information from professors' opinions on the characteristics of a LA reporting tool. Three sessions, based on the LALA’s (Learning Analytics Latin America Project) template teacher expectation form, are conducted to assess 17 professors teaching first-year STEM degrees (chemistry, biology, physics, and math). In addition, 39 professors teaching first-year courses are surveyed on their perceptions of the usefulness, ease, and importance of using LA. The results show a positive assessment on the interaction between students and online classrooms. For the usability dimension, 79.5% of the professors indicate that LA allows them to make decisions on their courses’ resources and materials. It is concluded that professors have positive expectations about the use of LA in higher education.