Australian university teachers’ engagement with learning analytics: still early days
Abstract: Employing learning analytics and “big data” relating to student demographics, performance, and online behaviour is increasingly seen as having the capacity to provide information that can substantially improve student retention. As senior university administrators, institutional research, student services, and teaching and learning professionals embrace the potential of learning analytics, many ‘on the ground’ teaching academics are left wondering what the fuss is about. Many see the task of analyzing and leveraging this data as complicated and time consuming. A recent Australian government funded study revealed that uptake for the average university teacher is seriously lagging behind the commitment shown by administration and senior leaders. This presentation briefly outlines the study findings and makes recommendations relating to strategies to encourage university teachers to utilize data from learning analytics reports to redefine pedagogical and student support approaches.