The DOI matches its Crossref record; 19 of the 20 references it cites were found in a registry or an index.
Learning analytics in higher education --- challenges and policies: a review of eight learning analytics policies
Abstract
This paper presents the results of a review of eight policies for learning analytics of relevance for higher education, and discusses how these policies have tried to address prominent challenges in the adoption of learning analytics, as identified in the literature. The results show that more considerations need to be given to establishing communication channels among stakeholders and adopting pedagogy-based approaches to learning analytics. It also reveals the shortage of guidance for developing data literacy among end-users and evaluating the progress and impact of learning analytics. Moreover, the review highlights the need to establish formalised guidelines to monitor the soundness, effectiveness, and legitimacy of learning analytics. As interest in learning analytics among higher education institutions continues to grow, this review will provide insights into policy and strategic planning for the adoption of learning analytics.
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“It is possible that stakeholders might not be aware of their textual data (eg, forum posts or conversations) on digital platforms (eg, MOOCs and LMS) being used in LLMs-based innovations for different purposes of automation (eg, automated reply and training chatbots) as the consenting process is often embedded into the enrollment or signing up of these platforms (Tsai & Gasevic, 2017).”
From Practical and ethical challenges of large language models in education: A systematic scoping review (2024) · cites this paper as Tsai & Gasevic, 2017
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Learning Analytics for personalizing learning in virtual higher education environments
Segura, V. T. V., Segura, E. A. V., Segura, J. A. V., & Seisdedos, L. F. (2026) · doi:10.63804/libroseuc.6
Арлаков, Е. А., & Miklyaeva, A. V. (2026) · Psychological Science and Education · doi:10.17759/pse.2026310301 · Cited by 1
Smart hybrid models for personalized learning in higher education
Segura, E. A. V., Segura, V. T. V., Segura, J. A. V., & Fierro-Saltos, W. (2026) · doi:10.63804/libroseuc.5
Qin, H., Chuanxia, Z., & qi, L. (2026) · Research Square · doi:10.21203/rs.3.rs-9014768/v1
Mainoti, G. F., & Piderit, R. (2026) · South African journal of information management · doi:10.4102/sajim.v28i1.2128
From learning analytics to educational interventions: enhancing decision-making and learning design
Svetec, B., Divjak, B., & Kadoić, N. (2026) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-026-00620-x
“A variety of context-specific factors contribute to this slow adoption, such as insufficient strategic support from academic leadership, lack of capacities for data-informed decision-making and stakeholder engagement (Tsai & Gasevic, 2017).”
Fute, A. Z., Amihere, A., & Kangwa, D. (2026) · Open Learning The Journal of Open Distance and e-Learning · doi:10.1080/02680513.2026.2722975
Artificial Intelligence (AI) in Educational Data Mining and Learning Analytics
Bravo, C. B., & Menéses, E. L. (2026) · Applied Sciences · doi:10.3390/app16178643
Visualizing Autonomous Administration
Khaldy, M. A. A., Gheraibia, Y., & Shaheen, A. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-2600-4050-8.ch003
Teachers as Custodians of Trust: Linking Learning Analytics and Learning Design in the AI Era
Svetec, B., Divjak, B., Rienties, B., & Muukkonen, H. (2026) · Communications in computer and information science · doi:10.1007/978-3-032-39106-3_10
Metadata
- Authors
- Tsai, Y.-S., & Gasevic, D.
- Affiliations
- University of Edinburgh (GB)
- The University of Edinburgh, Edinburgh, United Kingdom
- ORCID
- Tsai, Yi-Shan
- Venue
- Proceedings of the Seventh International Learning Analytics & Knowledge Conference
- Publisher
- ACM
- Published
- 2017-03-13
- Pages
- 233-242
- OpenAlex
- W2593639882
- Cited by
- 211
- References
- 20
- Citations by year
- 2026: 20 · 2025: 22 · 2024: 32 · 2023: 31 · 2022: 28 · 2021: 20 · 2020: 31 · 2019: 14 · 2018: 10 · 2017: 3
- FWCI
- 14.63
- Type
- conference paper
- Language
- en
- Open access
- closed
- Locations
- International Conference on Learning Analytics and Knowledge (LAK) (publishedVersion)
- HAL (submittedVersion)
- Funders
- European Commission (562080-EPP-1-2015-1-BE-EPPKA3-PIFORW)
- 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, higher education, barriers to adoption, stakeholder communication, data literacy, strategic planning
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