Implementing Learning Analytics at Scale in African Open Distance Learning: A Case Study
Keywords:
Implementation, Learning Analytics, National Open University of Nigeria, SHEILAAbstract
In 2023, the National Open University of Nigeria (NOUN), the largest open and distance learning (ODL) institution in West Africa, with over 120,000 students, embarked on the ethical implementation of Learning Analytics (LA). This article presents insights into factors affecting LA implementation, drawing on a multimethod case-study research design. It comprises (1) focus group interviews with institutional stakeholders in 2023 regarding the collection, analysis, storage and use of student data at NOUN; (2) quantitative data analysis of Learning Management System (LMS) data from three selected courses serving as pilots in the implementation of LA; and (3) focus group interviews with academics from these courses in 2024 to interpret the data and identify necessary interventions. Preliminary findings suggest that the scattered nature of both analogue and digital data leads to duplication, inconsistent access, and missed opportunities for effective student support. Factors such as the availability and diversity of data, legacy systems in pedagogical approaches, and the balancing of flexibility and openness while ensuring the quality and impact of LA’s predictive capabilities for student success and/or risk. The study also noted the influence of external factors such as the internet and electricity infrastructure, political stability, socio-economic and socio-cultural factors. This is the first large-scale implementation of LA in an African ODL institution, and the findings provide valuable insights for other (higher) education institutions in similar contexts worldwide. The results underscore the need for context-appropriate approaches to implementing LA.
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