School of Postgraduate Studies & Human Biology Department, School of Medicine, IMU University, Kuala Lumpur, Malaysia.
IMU Centre for Education &, School of Pharmacy, IMU University, 126, Jalan Jalil Perkasa 19, Bukit Jalil, Kuala Lumpur, 57000, Malaysia.
BMC Med Educ. 2024 Nov 22;24(1):1347. doi: 10.1186/s12909-024-06284-3.
Learning analytics (LA) is a tool for gathering, analysing, and interpreting data related to student's learning behaviour, engagement, and performance. As the student data collected by the institutions are used to construct LA, it is essential to understand the acceptance and readiness of the students regarding the implementation of LA.
A sequential mixed method research design was used in this study. A validated questionnaire was distributed to undergraduate students of Medicine, Dentistry and Pharmacy programmes to collect their general views on LA. Focus group interviews with a total of 18 students were conducted to explore their perceptions in depth, followed by thematic analysis of the transcribed data.
Generally, the students were aware of their demographic data, utilisation of learning management system and academic performance data being collected by the university. They were agreeable for collection of those data which had direct association with their learning to be used for LA. However, they expressed concerns about the privacy, confidentiality, and security of the collected data. Three themes emerged from the interviews, i.e., self-regulated learning, evidence-based decision making and data management. The students perceived that LA could help them to monitor achievement of learning outcomes and provide support for individualised learning paths through recommendations of learning resources and learning motivation. They also opined that LA could help educators and institutions by providing feedback on teaching and learning methods, resource allocation and interventions to create conducive learning environment.
LA is a useful tool to support self-regulated learning, however, precautions should be exercised during implementation to ensure data privacy and security.
学习分析（LA）是一种收集、分析和解释与学生学习行为、参与度和表现相关数据的工具。由于机构收集的学生数据用于构建 LA，因此了解学生对 LA 实施的接受程度和准备情况至关重要。
本研究采用了顺序混合方法设计。向医学、牙科和药学专业的本科生分发了经过验证的问卷，以收集他们对 LA 的一般看法。对总共 18 名学生进行了焦点小组访谈，以深入探讨他们的看法，并对转录数据进行主题分析。
总的来说，学生们意识到他们的人口统计数据、学习管理系统的使用以及大学收集的学业表现数据。他们同意收集与他们的学习直接相关的数据，以便用于 LA。然而，他们对所收集数据的隐私、机密性和安全性表示担忧。访谈中出现了三个主题，即自我调节学习、循证决策和数据管理。学生们认为，LA 可以帮助他们监测学习成果的实现，并通过推荐学习资源和学习动机来为个性化的学习路径提供支持。他们还认为，LA 可以通过提供教学和学习方法、资源分配和干预措施的反馈，为教育者和机构创造有利的学习环境。
LA 是支持自我调节学习的有用工具，但是在实施过程中应注意确保数据隐私和安全。
