Fostering Student Engagement and Critical Thinking with Learning Analytics

Feedback through learning analytics may not be easily or accurately interpreted by students or assist students to regulate student learning. The aim of this project is to develop a framework and resources for students and staff regarding how to interpret and act upon learning analytics feedback.

Innovation Grant, Curtin University, 2018
Joel Howell, Lynne Roberts, Emily Castell, and Jack Farrugia
Farrugia, J. Howell, J. A., Castell, E. L., & Roberts, L. D. (2019). Fostering students engagement and Critical thinking with learning analytics. Paper presented at Teaching and Learning Forum, 1 February 2019.
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Roberts, L. D, Howell, J. A., Castell, E. L., Gulvin, K., & Farrugia, J. (2018, November). Learning Analytics: Students’ Attitudes, Understanding and Actions. Paper presented at Talking Teaching 2018: Engaging Teaching, Inspiring Learning. A conference on tertiary learning and teaching practice. University of Canterbury, Christchurch, New Zealand
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Mastery or avoidance? Student reactions to learning analytic messages

The underlying, untested, assumption of learning analytics is that if you provide feedback, students will act upon the feedback. The aim of this project is to determine the range of student responses to intervention messages delivered within a learning analytics system.

Innovation Grant, Curtin University, 2017
Joel Howell, Lynne Roberts, and Vincent Mancini
Howell, J. A., Roberts, L. D., & Mancini, V. O. (2018). Learning analytics messages: Impact of grade, sender, comparative information and message style on student affect and academic resilience. Computers in Human Behavior, 89, 8-15. doi:10.1016/j.chb.2018.07.021
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Howell, J. A., Roberts, L., & Mancini, V. O. (2018). Mastery or avoidance? Evaluating student reactions to learning analytic alerts. Paper presented at Teaching and Learning Forum, 2 February 2018.
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Howell, J. A., Roberts, L., & Mancini, V. O. (2017). Mastery vs. Avoidance? Impact of grade, sender, comparative information and message style on student affect and academic resilience. Paper presented at Learning & Student Analytics Conference, Amsterdam, 26 October 2017.
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Howell, J. A., Roberts, L. D, Mancini, V. O., & Gibson, D. C. (2017). What are learning analytics and how can I use them to facilitate student learning? Presented at Schollaboration, 24 April 2017.
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Student and Staff Perceptions of Learning Analytics

Universities are increasingly looking at learning analytics to improve retention and the student experience, yet students and academics are seldom engaged in this process. This study explored the knowledge, attitudes, and concerns about big data and learning analytics held by students and academics within a university context.

Teaching Excellence Development Fund.
Lynne Roberts, Joel Howell, Kristen Seaman and David Gibson
Howell, J. A., Roberts, L. D., Seaman, K., & Gibson, D. C. (2018). Are We on Our Way to Becoming a “Helicopter University”? Academics’ Views on Learning Analytics. Technology, Knowledge and Learning, 23, 1-20. doi:10.1007/s10758-017-9329-9
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Roberts L. D., Howell J. A., & Seaman K. (2017). Give me a customizable dashboard: Personalized learning analytics dashboards in higher education. Technology, Knowledge and Learning, 22, 1-17. doi:10.1007/s10758-017-9316-1
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Roberts L. D., Howell J. A., Seaman K., & Gibson D. C. (2016). Student Attitudes toward Learning Analytics in Higher Education: “The Fitbit Version of the Learning World”. Frontiers in Psychology. 7:1959. doi:10.3389/fpsyg.2016.01959
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Howell, J. A., Roberts, L. D., Seaman, K., & Gibson, D. C. (2017). “There’s got to be an element of initiative when you are at university” University students’ attitudes towards learning analytics. Paper presented at Teaching and Learning Forum, 2 February 2017.

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Roberts, L.D., Howell, J. A., Seaman, K., & Gibson, D.C. (invited presentation). “We’re not here to be babied” University students’ attitudes towards learning analytics. Paper presented at Australian Learning Analytics Summer Institution, 27 November 2016.

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Ethical Considerations in Adopting a University and System-Wide Approach to Data and Learning Analytics

The rapid adoption of learning analytics in the higher education sector has not been matched by ethical considerations surrounding their use, with ethical issues now slated as one of the major concerns facing learning analytics. This research identified key ethical questions, mapping them onto layers of systems and roles within universities.

Lynne Roberts, Vanessa Chang and David Gibson
Roberts, L. D., Chang, V., & Gibson, D. C. (2016). Ethical considerations in adopting a university-and system-wide approach to data and learning analytics. In B. K. Daniel (Ed.). Big Data and Learning Analytics in Higher Education (pp. 89-108). Lausanne: Springer International.

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Roberts, L. D., Chang, V., & Gibson, D. (2016). Ethical considerations in adopting a university and system-wide approach to data and learning analytics. Paper presented at WA Teaching and Learning Forum, 29 January 2016.

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Student Projects

Kieran Gulvin (supervised by Joel Howell & Lynne Roberts) 2017.
Can the Technology Acceptance Model predict students’ intention to use learning analytics and gamification?

Rachel Heal, Jennifer Bradbeer, Samuel Morris, & Yu Jun Samuel Lim (supervised by Joel Howell) 2017.
Predictors of students’ ethical concerns and attitudes towards learning analytics.