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How do we start? An approach to learning analytics adoption in higher education
Open accessAbstract
Purpose: The analysis of data collected from user interactions with educational and information technology has attracted much attention as a promising approach to advancing our understanding of the learning process. This promise motivated the emergence of the field of learning analytics and supported the education sector in moving toward data-informed strategic decision making. Yet, progress to date in embedding such data-informed processes has been limited. The purpose of this paper is to address a commonly posed question asked by educators, managers, administrators and researchers seeking to implement learning analytics – how do we start institutional adoption of learning analytics? Design/methodology/approach: A narrative review is performed to synthesize the existing literature on learning analytics adoption in higher education. The synthesis is based on the established models for the adoption of business analytics and finding two projects performed in Australia and Europe to develop and evaluate approaches to adoption of learning analytics in higher education. Findings: The paper first defines learning analytics and touches on lessons learned from some well-known case studies. The paper then reviews the current state of institutional adoption of learning analytics by examining evidence produced in several studies conducted worldwide. The paper next outlines an approach to learning analytics adoption that could aid system-wide institutional transformation. The approach also highlights critical challenges that require close attention in order for learning analytics to make a long-term impact on research and practice of learning and teaching. Originality/value: The paper proposed approach that can be used by senior leaders, practitioners and researchers interested in adoption of learning analytics in higher education. The proposed approach highlights the importance of the socio-technical nature of learning analytics and complexities pertinent to innovation adoption in higher education institutions.
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“Studies suggest that professional development and training in LA can improve educators' capacity to use data-driven insights to support student learning (Bergdahl et al., 2020;Bond et al., 2020;Gašević et al., 2019).”
From Unpacking student engagement in higher education learning analytics: a systematic review (2024) · cites this paper as Gašević et al., 2019
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“Gašević et al. (2019) emphasised that LA must become more rigorous in adopting educational theory.”
From Unpacking student engagement in higher education learning analytics: a systematic review (2024) · cites this paper as Gašević et al. (2019)
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“Indicating that there may be a gap between LA research and theory development, Gašević et al. (2019) emphasised that LA must become more rigorous in adopting educational theory.”
From Unpacking student engagement in higher education learning analytics: a systematic review (2024) · cites this paper as Gašević et al. (2019)
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“Similarly, Prieto, Rodríguez-Triana, Martínez-Maldonado, Dimitriadis, and Gašević (2019) emphasise the need to reach a common understanding among stakeholders including teachers, developers and researchers.”
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Unpacking student engagement in higher education learning analytics: a systematic review
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“LA research has been progressing and incorporating varieties of methods such as text analysis and social network analysis to investigate the learning process and outcomes (Gasevic et al., 2019).”
MethodHuman-Centered Design Principles for Actionable Learning Analytics
Dimitriadis, Y. A., Martínez‐Maldonado, R., & Wiley, K. (2020) · Springer eBooks · doi:10.1007/978-3-030-64363-8_15 · Cited by 73
“In spite of all its advances and contributions, LA has not yet delivered on its promised potential, since the main LA proposals have not been able to provide sufficient actionable insights to the teachers (Sergis and Sampson, 2017) in their role of designers and orchestrators of complex TEL ecosystems (Gasevic et al.,…”
BackgroundAdoption of learning analytics in higher education institutions: A systematic literature review
Márquez, L., Henríquez, V., Chevreux, H., Scheihing, E., & Guerra, J. (2024) · British Journal of Educational Technology · doi:10.1111/bjet.13385 · Cited by 69
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“Our review did not reveal papers suggesting the analysis of school context, which is considered a critical activity to ensure successful learning analytics adoption (Gasevic et al., 2019; Falcão et al., 2020; Tsai et al., 2021a).”
BackgroundZamecnik, A., Kovanović, V., Joksimovíc, S., & Liu, L. (2022) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2022.100051 · Cited by 55
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“There is a clear need to shift the focus on theory-driven LA models [15] that are defined by variables that are malleable and amenable to intervention and improvement [16].”
BackgroundLearning analytics in higher education – Stakeholders, strategy and scale
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“We see this as one of the key challenges in one of the grand themes in Learning Analytics, namely, the ability of learning analytics to support personalised targeted interventions [17, 39].”
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Tsai, Y., Whitelock‐Wainwright, A., & Gašević, D. (2021) · Journal of Learning Analytics · doi:10.18608/jla.2021.7379 · Cited by 35
Self-citationIs Learning Analytics the Future of Online Education?
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“According to Gasevic, Tsai [24], an effective approach to LAT adoption in higher education calls for the consideration of the socio-technical nature as well as the innovation adoption complexities.”
BackgroundStudents' expectations of Learning Analytics across Europe
Wollny, S., Mitri, D. D., Jivet, I., Muñoz‐Merino, P. J., Scheffel, M., Schneider, J., Tsai, Y., Whitelock‐Wainwright, A., Gašević, D., & Drachsler, H. (2023) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12802 · Cited by 24
“…the possibility to provide early interventions (Sun et al., 2019) or to identify at-risk students (Kollom et al., 2021), systematic adoptions are not yet widely seen (Gasevic et al., 2019), and little LA research is undertaken at the level of study programs or institutions (Dawson et al., 2019).”
Self-citationThe evolving field of learning analytics research in higher education
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“…forward in this direction, understanding the perceptions of institutional stakeholders regarding their needs in CA and their perceptions of the CA is paramount for the successful adoption and the broader impact of CA (Barton & Court, 2012; Gasevic et al., 2019; Hilliger & Pérez-Sanagustín, 2022).”
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“This possibility has led to calls for the widespread adoption of LA in programmes of teacher education in universities (Gasevic et al., 2019).”
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“Over the last two decades, a vast amount of research has been conducted in developing personalized feedback for education using LA [29–32].”
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“As a result, the institutional adoption of learning analytics and embedding in educational systems remains quite immature [9]–[11].”
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“This underscores a pivotal area of research concern: comprehending and enhancing stakeholders’ inclination to utilize LA services, thereby facilitating the seamless integration of LA tools within educational settings(Gasevic et al., 2019).”
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“Learning analytics technologies play a crucial role in the task of monitoring and predicting learning processes as well as the task of promoting data-informed decision-making (Gasevic et al., 2019).”
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“Human‑Centered LA LA emphasis appears to be on analytics rather than learning, according to Viberg et al. (2018), and a transformation from a technocratic perspective to an educational one is required (Gasevic et al., 2019).”
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“There are many studies in classrooms [17], massive online open courses (MOOCs) [18,19] or entire universities [20].”
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“To avoid any problems caused by this factor, which is common in institutionally managed LMSs [12], [13], our solution involves a desktop application that the teacher can install on his or her computer.”
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“Furthermore, it is necessary to evaluate the adoption of learning analysis literature by conducting a systematic literature review on collaborative learning (Gasevic, 2019).”
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“This matches with the idea that ‘ learning analytics must be considered in a broader context of interconnected organizational, social, and political structures that form modern educational institutions ’ (Ga š evi ć et al. 2019, 350).”
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“In sum-mary, this study builds on established models for the adoption of business analytics, showcases two projects conducted in Australia, to develop and evaluate approaches for LA adoption in HEI [3].”
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“In response to this trend, higher education institutions have made substantial investments in institutional programs aimed at the adoption and implementation of learning analytics [2].”
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“Now there is a need for more attention on learning and LA, with student outcomes at the center and the focus of improvement endeavors [17].”
BackgroundScheffel, M., Tsai, Y., Gašević, D., & Drachsler, H. (2022) · Solar eBooks · doi:10.18608/hla22.023 · Cited by 5
Self-citationAlcock, S., Rienties, B., Aristeidou, M., & Mostéfaoui, S. K. (2024) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/3636555.3636886 · Cited by 4
“To be truly useful, learner-facing LAD must present appropriate data to support learning within the given context [17], and do so in a transparent, trustworthy and effective way.”
BackgroundDamar, M. (2022) · Üniversite Araştırmaları Dergisi · doi:10.32329/uad.1067442 · Cited by 4
Studying Cohort Influence on Student Performance Prediction in Multi-cohort University Courses
Vemuri, P., Poelmans, S., Pandya, H., & Snoeck, M. (2022) · Lecture notes in computer science · doi:10.1007/978-3-031-16290-9_59 · Cited by 3
Desmistificando a adoção de Learning Analytics: um guia conciso sobre ferramentas e instrumentos
Freitas, E., Falcão, T. P., & Mello, R. F. (2020) · doi:10.5753/sbc.5627.6.4 · Cited by 3
“Muitas IES atualmente ainda enfrentam dificuldades para implantar um processo de Learning Analytics (Gašević et al., 2019), pois isso implica em uma integração ao planejamento estratégico da IES, aceitação e engajamento dos stakeholders, infraestrutura tecnológica, expertise na área, política…”
InfluentialApplication of Learning Analytics in Higher Education Institutions: A Systematic Literature Review
Salas-Martínez, Á., & Martinell, A. R. (2023) · International Conference in Software Engineering Research and Innovation (CONISOFT) · doi:10.1109/conisoft58849.2023.00024 · Cited by 3
“…field of study, defined by the Society for Learning Analytics Research (SoLAR) where it is defined as being responsible for measuring, collecting, analyzing and communicating data about learners and their contexts in order to understand and optimize learning and the environments in which it occurs[1].”
BackgroundMethodInfluentialAjani, O. A. (2025) · Indonesian Journal of Innovation and Applied Sciences (IJIAS) · doi:10.47540/ijias.v5i2.1644 · Cited by 3
Investigating the Use of Learning Analytics at South Africa’s Higher Education Institutions
Molokeng, P. M., & Belle, J.-P. V. (2022) · Lecture notes in networks and systems · doi:10.1007/978-3-030-93677-8_6 · Cited by 3
Exploring Faculty Perceptions and Implementation of Learning Analytics in Higher Education
Uukkivi, A., Labanova, O., Lellep, K., & Maksimova, N. (2024) · Lecture notes in networks and systems · doi:10.1007/978-3-031-51979-6_43 · Cited by 2
A learning analytics case study: On class sizes in undergraduate writing courses
Levine, R. A., Rivera, P. E., He, L., Fan, J., & Ludvick, M. J. B. (2022) · Stat · doi:10.1002/sta4.527 · Cited by 2
“In recent years, San Diego State University (SDSU) has established a collaborative team of student success leaders to work with and learn from data scientists and statisticians to improve data-informed decision-making on campus.”
Learning Analytics for Smart Classrooms
Llurba, C., Palau, R., & Recalde, J. M. (2023) · IGI Global eBooks · doi:10.4018/978-1-7998-9220-5.ch103 · Cited by 2
Lessons in Readiness: Self-determination and student agency in careers, employability, and success
Employability, K. D. C. &., & Daubney, K. (2024) · doi:10.30688/janzssa.2024-1-04 · Cited by 3
Tzimas, D. E., & Demetriadis, S. (2026) · Education Sciences · doi:10.3390/educsci16050789 · Cited by 1
ADAPTIVE RELEASE LEARNING PATHS TO MOTIVATE ACTIVE LEARNING AND ENGAGEMENT IN STUDENTS
Vemuri, P., & Poelmans, M. S. A. S. (2021) · Cognition and Exploratory Learning in Digital Age · doi:10.33965/celda2021_202108c035 · Cited by 1
“The primary datasets were extracted from the foundation technologies (Gasevic et al., 2019) of an HE institution: the Toledo-Blackboard LMS used at KU Leuven; and the student information systems (SIS).”
BackgroundMethodStützer, C. M., Gaaw, S., Herbst, S., & Pengel, N. (2023) · Hochschulbildung: Lehre und Forschung · doi:10.14361/9783839457696-003 · Cited by 1
Obtención de un modelo de Learning Analytics con información de un LMS
Chávez, L. N., Franco, M. I. C., & Máynez, G. R. (2021) · RECIE Revista Electrónica Científica de Investigación Educativa · doi:10.33010/recie.v5i2.1314 · Cited by 1
LALA Canvas: A Model for Guiding Group Discussions in Early Stages of Learning Analytics Adoption
Hilliger, I., & Pérez‐Sanagustín, M. (2023) · Advances in analytics for learning and teaching · doi:10.1007/978-3-031-27646-0_6 · Cited by 1
Adoption of learning analytics
Ifenthaler, D. (2022) · Elsevier eBooks · doi:10.1016/b978-0-12-818630-5.02052-2 · Cited by 1
Zamecnik, A., Joksimovíc, S., Kovanović, V., Großmann, G., Ladjal, D., & Pardo, A. (2023) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/3576050.3576069
“While feedback labels have not been extensively explored inWIL or collaborative learning contexts, there are benefits to adopting learning analytics to support research and practice in these environments [10, 32].”
BackgroundSelf-citationStützer, C. M., Gaaw, S., Herbst, S., & Pengel, N. (2023) · transcript Verlag eBooks · doi:10.1515/9783839457696-003
Introducing Practicable Learning Analytics
Grönlund, Å., & Viberg, O. (2023) · Advances in analytics for learning and teaching · doi:10.1007/978-3-031-27646-0_1
Assessing the Readiness of Students in Adopting Learning Analytics in Higher Education
Sheikh, R. A., & Das, A. S. (2023) · Journal of Namibian Studies History Politics Culture · doi:10.59670/jns.v33i.1013
“The rapid development of learning analytics continually defines the key areas of higher education [1], [24].”
BackgroundWhat Challenges Are Holding Us Back From Adopting Learning Analytics?
Knobbout, J., & van Teylingen, T. (2023) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-6684-9527-8.ch003
Instructors' lived experiences of using learning analytics to improve online course design
Wood, E. A. (2023) · Digital Repository Service (Northeastern University) · doi:10.17760/d20483502
موسى, ع. (2024) · Mağallaẗ Al-Baḥṯ Al-Tarbawī/Mağallaẗ Al-Baḥṯ Al-Tarbawī · doi:10.21608/ncerd.2024.239295.1042
Perspectivas sobre la educación en línea en tiempos de COVID-19
Navarro, G. A. V. (2024) · Universidad de Guadalajara eBooks · doi:10.32870/607.581.1680
Salas-Martínez, Á., Martinell, A. R., & Ramos, S. M. (2024) · International Conference in Software Engineering Research and Innovation (CONISOFT) · doi:10.1109/conisoft63288.2024.00052
“…[3] and even validating the effects of using learning dashboards [4] have been identified, while for the predictive approach, priority is given to identifying the risk of academic failure [5], identifying and predicting dropout [6], emphasizing communication between students and tutors [7].”
Susilo, A. K., Pandjaitan, M. B., Faisol, A., & Pudiastuti, E. P. (2025) · Journal of Defense Resources Management · doi:10.64404/jodrm.2025.1.03
Dhakal, R., Heske, K., & Davis, B. (2025) · IGI Global eBooks · doi:10.4018/979-8-3373-6960-0.ch011
The Worrisome Dynamics of Persistent Disengagement: A Longitudinal Study of University Freshmen
Vemuri, P., López‐Pernas, S., Poelmans, S., Snoeck, M., & Saqr, M. (2026) · Journal of Computer Assisted Learning · doi:10.1002/jcal.70250
Metadata
- Authors
- Gasevic, D., Tsai, Y.-S., Dawson, S., & Pardo, A.
- Affiliations
- University of Edinburgh (GB)
- University of South Australia (AU)
- Venue
- The International Journal of Information and Learning Technology
- Publisher
- Emerald
- Published
- 2019-08-05
- Volume
- 36
- Issue
- 4
- Pages
- 342-353
- ISSN
- 2056-4880 (ISSN-L)
- OpenAlex
- W2950279021
- Cited by
- 103
- References
- 43
- Citations by year
- 2026: 5 · 2025: 7 · 2024: 20 · 2023: 25 · 2022: 22 · 2021: 13 · 2020: 10 · 2019: 1
- FWCI
- 12.45
- Type
- journal article
- Language
- en
- Open access
- green
- research.monash.edu
- Licence
- Locations
- International Journal of Information and Learning Technology (publishedVersion)
- Monash University Research Portal (Monash University) (submittedVersion, other-oa)
- Edinburgh Research Explorer (University of Edinburgh) (submittedVersion, other-oa)
- HAL (submittedVersion)
- Adelaide Research & Scholarship (AR&S) (University of Adelaide) (submittedVersion)
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Social Sciences › Business, Management and Accounting › Management Information Systems › Big Data and Business Intelligence
- Physical Sciences › Computer Science › Information Systems › Educational and Technological Research
- Keywords
- learning analytics, institutional adoption, higher education, data-informed decision making, innovation adoption, institutional change, socio-technical systems, educational technology, learning and teaching practices
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