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Report in the Assessment and Evaluation in Higher Education journal<\/p>\n
Volume 45, 2020 \u2013 Issue 6: Thinking Critically About Learning Analytics, Student Outcomes and Equity of Attainment<\/a><\/strong><\/p>\n Ed Foster and Rebecca Siddle<\/p>\n November 2019<\/strong><\/p>\n <\/p>\n In this article Ed Foster and Rebecca Siddle investigate the effectiveness of learning analytics for identifying at-risk students in higher education institutions using data output from an in-situ learning analytics platform.<\/p>\n The no-engagement alerts were found to be more efficient at spotting students not progressing and not attaining than demographic data. In order to investigate the efficacy of learning analytics for addressing differential student outcomes for disadvantaged groups, the team also analysed the likelihood of students with widening participation status generating alerts compared with their non-widening participation counterparts. The odds of students with widening participation status generating an alert were on average 43% higher, demonstrating the potential of such a system to preferentially target support at disadvantaged groups without needing to target directly based on immutable factors such as their socio-economic background.<\/p>\nAbstract<\/h2>\n