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Online Learning, v20 n2 p30-50 Jun 2016

This paper presents a dialogical tool for the advancement of learning analytics implementation for student retention in Higher Education institutions. The framework was developed as an outcome of a project commissioned and funded by the Australian Government's "Office for Learning and Teaching". The project took a mixed-method approach including a survey at the institutional level (n = 24), a survey of individual teaching staff and other academics with an interest in student retention (n = 353), and a series of interviews (n = 23). Following the collection and analysis of these data an initial version of the framework was developed and presented at a National Forum attended by 148 colleagues from 43 different institutions. Participants at the forum were invited to provide commentary on the usefulness and composition of the framework which was subsequently updated to reflect this feedback. Ultimately, it is envisaged that such a framework might offer institutions an accessible and concise tool to structure and systematize discussion about how learning analytics might be implemented for student retention in their own context.

Descriptors: School Holding Power, Models, Higher Education, Mixed Methods Research, Feedback (Response), Educational Research, Data Collection, Data Analysis, Foreign Countries, Electronic Learning, Semi Structured Interviews, Surveys, Academic Achievement, Program Implementation

Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj[at]onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/read/online-learning-journal/

Autor: West, Deborah; Heath, David; Huijser, Henk

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=75&id=EJ1105918

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