(Re)centring students in learning analytics: in conversation with Paulo Freire

Abstract

Student data, whether in the form of engagement data, assignments or examinations, form the foundation for assessment and evaluation in higher education. As higher education institutions progressively move to blended and online environments, we have access to, not only more data than before, but also a greater variety of demographic and behavioural data. While the notion of ‘student-centred’ is well-established in the discourses and practices surrounding assessment and evaluation, the concept of student-centred learning analytics is yet to be fully realised by the sector. This article explores and extends this debate by introducing the teachings of Freire as a framework to examine the potential to include students as partners in the collection, analysis and use of their data. The exclusion of students in much of current learning analytics practices, as well as defining categories of analysis and making sense of (their) learning, not only impoverishes our (and their) understanding of the complexities of learning and assessment, but may actually increase vulnerabilities and perpetuate bias and stereotypes. In acknowledging the voice and agency of students, and recentring them as data owners, rather than data objects, learning analytics can realise its transformative potential – for students and institutions alike.

Keywords:

• Assessment
• learner analytics
• Paulo Freire
• student success
• student-centred

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Christine Broughan

Christine Broughan is Professor of Higher Education and Director of Curriculum 2025 at Coventry University. She has a proven track record in higher education leadership, teaching and research. With a key role in equity and social inclusion, she has been instrumental in the transformation of Coventry’s teaching and learning provision.

Paul Prinsloo

Paul Prinsloo DLitt et Phil, is currently a research professor in open and distance learning at the University of South Africa (Unisa). His current research interests include student success and retention in open, distance and distributed learning environments, learning analytics, postgraduate supervision and digital identities.