University of Oulu

Silvola, A., Näykki, P., Kaveri, A., & Muukkonen, H. (2021). Expectations for supporting student engagement with learning analytics: An academic path perspective. Computers & Education, 168, 104192.

Expectations for supporting student engagement with learning analytics : an academic path perspective

Saved in:
Author: Silvola, Anni1; Näykki, Piia2; Kaveri, Anceli1;
Organizations: 1University of Oulu, Faculty of Education, P.O. Box 8000, 90014, Finland
2University of Jyväskylä, Faculty of Education and Psychology, P.O. Box 35, FI-40014, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.4 MB)
Persistent link:
Language: English
Published: Elsevier, 2021
Publish Date: 2021-05-31


There has been a growing interest in higher education to explore how learning analytics (LA) could be used to support student engagement. Providing actionable feedback with LA for students is an emerging area of research. Previous studies have commonly focused on course-level aspects of supporting engagement with LA, but students’ perspectives have received limited attention. This study analyzed pre-service teachers’ needs and expectations for LA to support student engagement on the academic path level, which means observing the continuum of study periods and academic years. Qualitative content analysis was conducted for video-recorded student small-group conversations to analyze in-depth how pre-service teachers (N = 40) described their needs for support student engagement and expectations and ethical concerns for using LA tools. Students suggested that LA tools could support their engagement by mediating information between the student and institution, facilitating effective studying, increasing awareness about themselves as learners, providing help and support in different challenging situations, and working as a feedback channel to adapt the learning conditions according to their individual needs. The results of this study demonstrate how student needs are sometimes contradictory, for example when students suggest more possibilities for agentic choices on their studies, but similarly more institutional monitoring or their study progression. This offers insights to clarify specific objectives for supporting student engagement with LA.

see all

Series: Computers & education
ISSN: 0360-1315
ISSN-E: 1873-782X
ISSN-L: 0360-1315
Volume: 168
Article number: 104192
DOI: 10.1016/j.compedu.2021.104192
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Funding: This work was supported by the Ministry of Education and Culture [grant number OKM/272/523/2017].
Copyright information: © 2021 The Author(s). Published by Elsevier Ltd. This is an open access article under the CC BY license (