AN IMPACT EVALUATION OF LEARNING ANALYTICS AT THE UNIVERSITY OF GLOUCESTERSHIRE: 
A MIXED METHODS STUDY

Fell, Jenny

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AN IMPACT EVALUATION OF LEARNING ANALYTICS AT THE UNIVERSITY OF GLOUCESTERSHIRE: A MIXED METHODS STUDY

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Fell, Jenny (2024) AN IMPACT EVALUATION OF LEARNING ANALYTICS AT THE UNIVERSITY OF GLOUCESTERSHIRE: A MIXED METHODS STUDY. Masters thesis, University of Gloucestershire. doi:10.46289/DHHC3624

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Official URL: https://eprints.glos.ac.uk/16484/

Abstract

Background Learning Analytics has become a widespread tool among higher education institutions over the last decade. The resulting data can be used by personal tutors to identify at risk students early and provide timely interventions by using that data as a basis for conversations in personal tutee meetings. At the University of Gloucestershire, Learning Analytics has been implemented since 2018 and that data is measured on assessment, attendance and virtual learning environment (VLE) usage. Aim To evaluate the use of Learning Analytics at the University of Gloucestershire in the post lockdown years following the end of the global Covid-19 restrictions in the UK from September 2021 onwards. Methods The research was carried out using a mixed methods approach drawing on both quantitative and qualitative data. Quantitative data consisted of a 10-item questionnaire sent to all academic staff and was responded to by (n=63) personal tutors, representative of 26 subject communities across the university. The qualitative data was obtained through semi structured interviews with personal tutors (n=19) who had agreed to take part in a follow up interview. Data was triangulated by comparing the responses of those who took part in the interviews with their questionnaire data. The qualitative data was analysed using reflexive thematic analysis, following Braun and Clark’s (2021) six phase framework for generating themes and codes. The quantitative data is presented as bar charts and line charts using the Questionnaire results and existing secondary data from the University of Gloucestershire and Jisc. Findings Findings suggest that that the use of Learning Analytics has been impacted by the global Covid-19 pandemic, particularly during the 2021-2022 academic year. The data further suggests that the use of Learning Analytics is a contributing factor to an overall increase in student engagement post lockdown (2021 onwards). The data indicates that PTs are using Learning Analytics in a number of different ways. It also highlights that personal tutors are carrying out interventions for students on the basis of this data and that it appears to be one of the predominant ways in which Learning Analytics is being utilised. Conclusion The evaluation shows that staff and students are utilising Learning Analytics data and that it has moved from its initial implementation in 2018 to a successful ‘business-as-usual’ means to enhance the student experience. However, there are indications that it is not being used to its full potential due to technical issues raised with the Data Explorer dashboard. The data suggests that improvements could be made to University level policies and strategies. To sustain the use of Learning Analytics at University of Gloucestershire, it is argued that further support is needed for stakeholders, including training and awareness raising of the benefits of using Learning Analytics.

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Thesis (Masters)

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