Report
21 February 2024
Summary
In higher education, learning analytics systems are used to collect, analyse and display data to help understand student engagement and learning. This data includes demographics (such as gender and age), prior attainment and data generated when students interact with university services (for example lecture attendance, library book checkouts and virtual learning environment logins).
This data can be used to identify students who may be at risk of withdrawing from their studies or failing some or all of their course due to low or no engagement over a period of time. These at-risk students can then be targeted with interventions designed to support them to get their learning back on track. Interventions may take the form of an email directing students to support resources, or phone calls with a student support officer or personal tutor.
The impact of these interventions is usually measured in terms of student success, such as increased engagement with studies or improved attainment and retention. However, there is currently little causal evidence to support the impact of this type of learning analytics-prompted intervention on student engagement or success, and almost none in a UK context.
To address this gap, TASO commissioned Nottingham Trent University and Sheffield Hallam University to each carry out randomised controlled trials of interventions prompted by learning analytics systems.
This report sets out the results of the two trials and the key findings in terms of impact of the interventions, as well as qualitative feedback from students. It also highlights what further research is needed and how higher education providers can effectively evaluate such interventions and incorporate features that facilitate evaluation.