Abstract
Across the UK, Higher Education Institutions (HEIs) are waking up to the fact that data analytics solutions can provide valuable insights across many areas. One key development is the use of analytics to measure and enhance learning and teaching (L&T) strategies. Learning Analytics (LA) is a growing area of research and application, driven by a desire to improve the student experience and enhance engagement in blended learning environments. From a broader institutional view, the desire to improve student retention rates is also a compelling driver to explore LA. This paper reviews the current literature and proposes eight key factors affecting the adoption of LA in higher education within the UK.
Recommended Citation
Saint, John and Gutierrez, Anabel, "Adoption of Learning Analytics in the UK: Identification of Key Factors Using the TOE Framework" (2017). Proceedings of the 2017 AIS SIGED International Conference on Information Systems Education and Research. 2.
https://aisel.aisnet.org/siged2017/2