Table AI Summary of the objectives and...

Table AI

Summary of the objectives and approaches of higher education institutions in the use of learning analytics

Institution	Approaches	Objectives	Source
1. Albany Technical College	Monitoring, intervention	Identify at-risk students and provide them with counselling	Karkhanis and Dumbre (2015)
2. Ball State University	Monitoring, intervention	Identify at-risk students and provide them with counselling Increase effectiveness by reducing the time required to diagnose problems and targeting specific issues Help the institution to make informed decisions about student success programmes and retention services Allow students to become aware of the gaps between their behaviours and expected outcomes, to understand elements of their academic success, and to utilize on-campus resources to solve their problems	Jones and Woosley (2011)
3. Bowie State University	Monitoring, intervention	Support student retention Track students’ progress towards graduation to facilitate decision making Provide early alerts for staff to intervene to prevent dropout	Chacon et al. (2012)
4. Bridgewater College	Monitoring, intervention	Track students’ attainment level Support students to do better than the national average	Sclater et al. (2016)
5. California State University	Monitoring	Analyse how students use the learning management system	Allen et al. (2012)
6. Drexel University	Updating data and curriculum	Measure the effectiveness of specific course components through maintaining data records aligned with the curriculum, courses and syllabi, course learning objectives and assessment strategies Manage student learning outcomes and performance criteria	Harvey (2013)
7. Edith Cowan University	Monitoring, intervention	Identify students who need support Establish a system to contact a large number of students and manage interventions Improve student retention Improve graduation rates	Sclater et al. (2016)
8. Georgia Institute of Technology and Carnegie Mellon University	Monitoring, analysis	Better scaffolded online discussion to improve learning in a MOOC context Explore effects of higher-order thinking behaviours in learning Identify kinds of discussion behaviours associated with learning Investigate types of learning materials which trigger richer discussion	Wang et al. (2016)
9. Harvard University	Monitoring, prediction	Analyse the extent to which students’ responses about motivation and utility value can predict persistence and completion of study	Robinson et al. (2016)
10. Lancaster University	Monitoring, intervention, feedback	Allow tutors to access the transcripts of their students Allow early intervention Ensure student work is graded and feedback given to students in a timely manner	Sclater et al. (2016)
11. Loughborough University	Feedback	Provide academics with a better and more holistic picture of student engagement Provide staff with actionable insights into student learning experience Provide students with their own educational data in a meaningful way	Sclater et al. (2016)
12. Manchester Metropolitan University	Monitoring, curriculum design	Improve student experience as reflected in the National Student Survey Provide data for improving the undergraduate curriculum	Sclater et al. (2016)
13. Marist College	Prediction, intervention	Predict academic success Provide interventions	Jayaprakash et al. (2014)
14. McGill University	Monitoring, analysis	Identify misconceptions of medical students as reflected in their interactions in the online learning environment	Poitras et al. (2016)
15. New York Institute of Technology	Prediction, intervention	Create an at-risk model to identify students in need of support Improve student retention in their first year of study Provide information that could support counsellor in their work	Sclater et al. (2016)
16. Northern Arizona University	Feedback	Facilitate online interaction between students and instructors Allow students to receive direct feedback on issues such as academic concerns and grades	Star and Collette (2010)
17. Nottingham Trent University	Intervention	Enhance retention and improve attainment Increase students’ sense of belonging within the course community, particularly with tutors	Sclater et al. (2016)
18. Open Universities Australia	Intervention	Identify at-risk students Suggest alternative modules to students which are more appropriate for their needs	Atif et al. (2013)
19. Open University of Catalonia	Information collection and management	Identify automatically pieces of knowledge taught in each subject Gather students’ information Keep information updated	Guitart et al. (2015)
20. Oxford Brookes University	Monitoring	Improve student experience Support progress evaluation of modules and programmes, and the identification of priorities at an institutional level	Sclater et al. (2016)
21. Paul Smith’s College	Monitoring, intervention	Identify at-risk students and prioritize outreach for them Provide more efficient and effective interventions for student success	McAleese and Taylor (2012)
22. Portland State University	Information management	Make information more accessible and easier to use	Blanton (2012)
23. Purdue University	Monitoring, intervention	Give students early and frequent performance notifications Help faculty members to steer students towards additional campus resources as needed	Arnold and Pistilli (2012)
24. Rio Salado College	Prediction	Identify factors having a significant statistical correlations with final course outcomes	Grush (2011)
25. San Diego State University	Intervention	Identify methods and interventions that would alleviate students’ failure Discover approaches that could be applied with minimal support and are scalable to a large number of courses	Dodge et al. (2015)
26. The Hong Kong Institute of Education	Monitoring, feedback	Provide insights into predicting students’ performance Develop measures to assess students’ online learning Boost teachers’ and students’ interaction Allow students to realize their knowledge discovery Facilitate teachers to assess students’ performance	Wong and Li (2016)
27. The Open University (UK)	Monitoring, intervention, personalization	Identify learners at risk and needing support Improve learning design Deliver personalized intervention for students Achieve cost-effectiveness	Rienties et al. (2016)
	Identifying patterns	Identify common patterns in course design Find out pedagogical implications for various patterns and learning designs	Toetenel and Rienties (2016)
28. The Technical University of Madrid	Monitoring, evaluation	Support teachers’ monitoring and evaluation of individual students’ progress within a team	Fidalgo-Blanco et al. (2015)
29. The University of Adelaide	Monitoring, feedback	Analyse students’ online discussion data, such as team mood, role distribution and emotional climate Develop students’ soft skills necessary for collaborative work	Tarmazdi et al. (2015)
30. The University of East London	Monitoring, feedback	Monitor student attendance and learning activities Collect student data, such as demographic information, library activities, coursework, and download of free books Send automated e-mails to students showing their attendance, and warnings to students without satisfactory attendance	Sclater et al. (2016)
31. The University of Melbourne	Monitoring, analysis	Investigate how motivation and participation influence students’ performance in a MOOC	Barba et al. (2016)
		Analyse how MOOC participants use online forums to support learning	Milligan (2015)
		Investigate how students interpret feedback delivered via learning analytics dashboard and the relevant influence on their learning strategies and motivation	Corrin and Barba (2015)
32. Universidad a Distancia de Madrid	Monitoring, analysis	Find predictors of teamwork and commitment as cross-curricular competences	Iglesias-Pradas et al. (2015)
33. University of Edinburgh	Analysis, prediction	Examine MOOC data about students who enroled in the same course at least twice Identify changes in their behaviours between the two enrolments to the same course	Kovanović et al. (2016)
34. University of Maryland, Baltimore County	Monitoring, feedback, reflection	Reduce student barriers Create a community of learners Improve students’ self-awareness by providing feedback Provide early alerts to students if their GPA falls below a level	Mattingly et al. (2012)
35. University of Michigan	Monitoring, personalization, reflection	Identify at-risk students Provide personalized feedback to students	Mattingly et al. (2012)
36. University of New England	Monitoring, intervention	Foster a sense of community among students studying part-time, at a distance as well as on-campus Identify students who are struggling in order to provide timely support Develop a dynamic, systematic and automated process to capture the learning well-being status of students Encourage peer-to-peer student networking Disseminate information and connect support staff with the students	Sclater et al. (2016)
37. University of North Bengal	Prediction	Examine the predictive relationship between learners’ pre-entry demographic information and their dropout behaviours	Yasmine (2013)
38. University of Rijeka	Data mining, analysis	Find out factors leading to student success in study Identify problems timely and increase the course pass rate	Sisovic et al. (2015)
39. University of Salamanca	Information extraction, analysis	Extract information useful for teaching/administrative staff, such as interaction of students with peers, teachers, the system, and course contents Provide teachers with tools to facilitate managerial tasks	Conde et al. (2015)
		Support practical learning in a 3D virtual environment, analyse the problems that arisen, and report relevant data to students and teachers	Cruz-Benito et al. (2014)
40. University of Santiago de Compostela	Analysis, evaluation	Generate automatically reports of learners’ activities that take place in a virtual learning environment Improve the efficiency of the evaluation process	Gewerc et al. (2014)
41. University of Sydney	Analysis, observation	Identify the relationship among student performance, choices of programming languages for study, and times at which a student starts and stops working on an assignment	Gramoli et al. (2016)
42. University of the South Pacific	Monitoring	Track individual learners’ online and offline interactions with open learning resources	Prasad et al. (2016)
43. University of Wollongong	Analysis, intervention, reflection	Visualize patterns of student interactions on discussion forums Allow instructors to identify at-risk students and potentially high and low performing students for planning interventions, and the extent to which a learner community is developing in a class	Mat et al. (2013)

Institution	Approaches	Objectives	Source
1. Albany Technical College	Monitoring, intervention	Identify at-risk students and provide them with counselling	Karkhanis and Dumbre (2015)
2. Ball State University	Monitoring, intervention	Identify at-risk students and provide them with counsellingIncrease effectiveness by reducing the time required to diagnose problems and targeting specific issuesHelp the institution to make informed decisions about student success programmes and retention servicesAllow students to become aware of the gaps between their behaviours and expected outcomes, to understand elements of their academic success, and to utilize on-campus resources to solve their problems	Jones and Woosley (2011)
3. Bowie State University	Monitoring, intervention	Support student retentionTrack students’ progress towards graduation to facilitate decision makingProvide early alerts for staff to intervene to prevent dropout	Chacon et al. (2012)
4. Bridgewater College	Monitoring, intervention	Track students’ attainment levelSupport students to do better than the national average	Sclater et al. (2016)
5. California State University	Monitoring	Analyse how students use the learning management system	Allen et al. (2012)
6. Drexel University	Updating data and curriculum	Measure the effectiveness of specific course components through maintaining data records aligned with the curriculum, courses and syllabi, course learning objectives and assessment strategiesManage student learning outcomes and performance criteria	Harvey (2013)
7. Edith Cowan University	Monitoring, intervention	Identify students who need supportEstablish a system to contact a large number of students and manage interventionsImprove student retentionImprove graduation rates	Sclater et al. (2016)
8. Georgia Institute of Technology and Carnegie Mellon University	Monitoring, analysis	Better scaffolded online discussion to improve learning in a MOOC contextExplore effects of higher-order thinking behaviours in learningIdentify kinds of discussion behaviours associated with learningInvestigate types of learning materials which trigger richer discussion	Wang et al. (2016)
9. Harvard University	Monitoring, prediction	Analyse the extent to which students’ responses about motivation and utility value can predict persistence and completion of study	Robinson et al. (2016)
10. Lancaster University	Monitoring, intervention, feedback	Allow tutors to access the transcripts of their studentsAllow early interventionEnsure student work is graded and feedback given to students in a timely manner	Sclater et al. (2016)
11. Loughborough University	Feedback	Provide academics with a better and more holistic picture of student engagementProvide staff with actionable insights into student learning experienceProvide students with their own educational data in a meaningful way	Sclater et al. (2016)
12. Manchester Metropolitan University	Monitoring, curriculum design	Improve student experience as reflected in the National Student SurveyProvide data for improving the undergraduate curriculum	Sclater et al. (2016)
13. Marist College	Prediction, intervention	Predict academic successProvide interventions	Jayaprakash et al. (2014)
14. McGill University	Monitoring, analysis	Identify misconceptions of medical students as reflected in their interactions in the online learning environment	Poitras et al. (2016)
15. New York Institute of Technology	Prediction, intervention	Create an at-risk model to identify students in need of supportImprove student retention in their first year of studyProvide information that could support counsellor in their work	Sclater et al. (2016)
16. Northern Arizona University	Feedback	Facilitate online interaction between students and instructorsAllow students to receive direct feedback on issues such as academic concerns and grades	Star and Collette (2010)
17. Nottingham Trent University	Intervention	Enhance retention and improve attainmentIncrease students’ sense of belonging within the course community, particularly with tutors	Sclater et al. (2016)
18. Open Universities Australia	Intervention	Identify at-risk studentsSuggest alternative modules to students which are more appropriate for their needs	Atif et al. (2013)
19. Open University of Catalonia	Information collection and management	Identify automatically pieces of knowledge taught in each subjectGather students’ informationKeep information updated	Guitart et al. (2015)
20. Oxford Brookes University	Monitoring	Improve student experienceSupport progress evaluation of modules and programmes, and the identification of priorities at an institutional level	Sclater et al. (2016)
21. Paul Smith’s College	Monitoring, intervention	Identify at-risk students and prioritize outreach for themProvide more efficient and effective interventions for student success	McAleese and Taylor (2012)
22. Portland State University	Information management	Make information more accessible and easier to use	Blanton (2012)
23. Purdue University	Monitoring, intervention	Give students early and frequent performance notificationsHelp faculty members to steer students towards additional campus resources as needed	Arnold and Pistilli (2012)
24. Rio Salado College	Prediction	Identify factors having a significant statistical correlations with final course outcomes	Grush (2011)
25. San Diego State University	Intervention	Identify methods and interventions that would alleviate students’ failureDiscover approaches that could be applied with minimal support and are scalable to a large number of courses	Dodge et al. (2015)
26. The Hong Kong Institute of Education	Monitoring, feedback	Provide insights into predicting students’ performanceDevelop measures to assess students’ online learningBoost teachers’ and students’ interactionAllow students to realize their knowledge discoveryFacilitate teachers to assess students’ performance	Wong and Li (2016)
27. The Open University (UK)	Monitoring, intervention, personalization	Identify learners at risk and needing supportImprove learning designDeliver personalized intervention for studentsAchieve cost-effectiveness	Rienties et al. (2016)
	Identifying patterns	Identify common patterns in course designFind out pedagogical implications for various patterns and learning designs	Toetenel and Rienties (2016)
28. The Technical University of Madrid	Monitoring, evaluation	Support teachers’ monitoring and evaluation of individual students’ progress within a team	Fidalgo-Blanco et al. (2015)
29. The University of Adelaide	Monitoring, feedback	Analyse students’ online discussion data, such as team mood, role distribution and emotional climateDevelop students’ soft skills necessary for collaborative work	Tarmazdi et al. (2015)
30. The University of East London	Monitoring, feedback	Monitor student attendance and learning activitiesCollect student data, such as demographic information, library activities, coursework, and download of free booksSend automated e-mails to students showing their attendance, and warnings to students without satisfactory attendance	Sclater et al. (2016)
31. The University of Melbourne	Monitoring, analysis	Investigate how motivation and participation influence students’ performance in a MOOC	Barba et al. (2016)
		Analyse how MOOC participants use online forums to support learning	Milligan (2015)
		Investigate how students interpret feedback delivered via learning analytics dashboard and the relevant influence on their learning strategies and motivation	Corrin and Barba (2015)
32. Universidad a Distancia de Madrid	Monitoring, analysis	Find predictors of teamwork and commitment as cross-curricular competences	Iglesias-Pradas et al. (2015)
33. University of Edinburgh	Analysis, prediction	Examine MOOC data about students who enroled in the same course at least twiceIdentify changes in their behaviours between the two enrolments to the same course	Kovanović et al. (2016)
34. University of Maryland, Baltimore County	Monitoring, feedback, reflection	Reduce student barriersCreate a community of learnersImprove students’ self-awareness by providing feedbackProvide early alerts to students if their GPA falls below a level	Mattingly et al. (2012)
35. University of Michigan	Monitoring, personalization, reflection	Identify at-risk studentsProvide personalized feedback to students	Mattingly et al. (2012)
36. University of New England	Monitoring, intervention	Foster a sense of community among students studying part-time, at a distance as well as on-campusIdentify students who are struggling in order to provide timely supportDevelop a dynamic, systematic and automated process to capture the learning well-being status of studentsEncourage peer-to-peer student networkingDisseminate information and connect support staff with the students	Sclater et al. (2016)
37. University of North Bengal	Prediction	Examine the predictive relationship between learners’ pre-entry demographic information and their dropout behaviours	Yasmine (2013)
38. University of Rijeka	Data mining, analysis	Find out factors leading to student success in studyIdentify problems timely and increase the course pass rate	Sisovic et al. (2015)
39. University of Salamanca	Information extraction, analysis	Extract information useful for teaching/administrative staff, such as interaction of students with peers, teachers, the system, and course contentsProvide teachers with tools to facilitate managerial tasks	Conde et al. (2015)
		Support practical learning in a 3D virtual environment, analyse the problems that arisen, and report relevant data to students and teachers	Cruz-Benito et al. (2014)
40. University of Santiago de Compostela	Analysis, evaluation	Generate automatically reports of learners’ activities that take place in a virtual learning environmentImprove the efficiency of the evaluation process	Gewerc et al. (2014)
41. University of Sydney	Analysis, observation	Identify the relationship among student performance, choices of programming languages for study, and times at which a student starts and stops working on an assignment	Gramoli et al. (2016)
42. University of the South Pacific	Monitoring	Track individual learners’ online and offline interactions with open learning resources	Prasad et al. (2016)
43. University of Wollongong	Analysis, intervention, reflection	Visualize patterns of student interactions on discussion forumsAllow instructors to identify at-risk students and potentially high and low performing students for planning interventions, and the extent to which a learner community is developing in a class	Mat et al. (2013)

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