Designing learning success and avoiding learning failure through learning analytics: the case of policing in England and Wales

References

• Arbaugh, J. B. (2014). System, scholar, or students? Which most influences online MBA course effectiveness? Journal of Computer Assisted Learning, 30(4), 349–362. https://doi.org/https://doi.org/10.1111/jcal.12048
   Web of Science ®Google Scholar
• Association of Police and Crime Commissioners. (2020). Policing vision 2025: NPCC and APCC.
   Google Scholar
• Belur, J., Agnew-Pauley, W., McGinley, B., & Tompson, L. (2019). A Systematic Review of Police Recruit Training Programmes. Policing: A Journal of Policy and Practice, https://doi.org/https://doi.org/10.1093/police/paz022
   Google Scholar
• Berry, L., Rienties, B., Littlejohn, A., & Sastry, V. (2020). A quasi-experimental study to explore the impact of PAR on becoming an Agile Warrior. Military Psychology, 32(2), 198–211. https://doi.org/https://doi.org/10.1080/08995605.2020.1724753
   Web of Science ®Google Scholar
• Bodily, R., Kay, J., Aleven, V., Jivet, I., Davis, D., Xhakaj, F., et al. (2018). Open learner models and learning analytics dashboards: a systematic review. Proceedings of the 8th International Conference on Learning Analytics and Knowledge.
   Google Scholar
• Bond, M., Zawacki-Richter, O., & Nichols, M. (2019). Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology. British Journal of Educational Technology, 50(1), 12–63. https://doi.org/https://doi.org/10.1111/bjet.12730
   Web of Science ®Google Scholar
• Bryant, R., Cockcroft, T., Tong, S., & Wood, D. (2013). Police training and education: past, present and future. In J. Brown (Ed.), The future of policing (pp. 413–427). Routledge.
   Google Scholar
• Campeau, H. (2019). Institutional myths and generational boundaries: cultural inertia in the police organization. Policing and Society, 29(1), 69–84. https://doi.org/https://doi.org/10.1080/10439463.2017.1371718
   Web of Science ®Google Scholar
• College of Policing. (2020). Policing Education Qualifications Framework (PEQF). https://www.college.police.uk/What-we-do/Learning/Policing-Education-Qualifications-Framework/Pages/Policing-Education-Qualifications-Framework.aspx
   Google Scholar
• Conole, G. (2012). Designing for learning in an open world. Springer.
   Google Scholar
• Dawson, S., Poquet, O., Colvin, C., Rogers, T., Pardo, A., & Gasevic, D. (2018). Rethinking learning analytics adoption through complexity leadership theory. Proceedings of the 8th International Conference on Learning Analytics and Knowledge.
   Google Scholar
• de Quincey, E., Briggs, C., Kyriacou, T., & Waller, R. (2019). Student centred design of a learning analytics system. Proceedings of the 9th International Conference of Learning Analytics Knowledge.
   Google Scholar
• Department of Business Innovation and Science. (2015). Fulfilling our potential: teaching excellence, social mobility and student choice.
   Google Scholar
• Drachsler, H., & Greller, W. (2016). Privacy and analytics–it’s a delicate issue. Proceedings of the Sixth International Conference on Learning Analytics & Knowledge.
   Google Scholar
• Ebert-May, D., Derting, T. L., Hodder, J., Momsen, J. L., Long, T. M., & Jardeleza, S. E. (2011). What we say is not what we do: effective evaluation of faculty professional development programs. BioScience, 61(7), 550–558. https://doi.org/https://doi.org/10.1525/bio.2011.61.7.9
   Web of Science ®Google Scholar
• FitzGerald, E., Kucirkova, N., Jones, A., Cross, S., Ferguson, R., Herodotou, C., et al. (2018). Dimensions of personalization in technology-enhanced learning: A framework and implications for design. British Journal of Educational Technology, 49(1), 165–181. https://doi.org/https://doi.org/10.1111/bjet.12534
   Web of Science ®Google Scholar
• Fitzpatrick, D. J., Gorr, W. L., & Neill, D. B. (2019). Keeping Score: Predictive Analytics in Policing. Annual Review of Criminology, 2(1), 473–491. https://doi.org/https://doi.org/10.1146/annurev-criminol-011518-024534
   Web of Science ®Google Scholar
• Goode, J., & Lumsden, K. (2018). The McDonaldisation of police–academic partnerships: organizational and cultural barriers encountered in moving from research on police to research with police. Policing and Society, 28(1), 75–89. https://doi.org/https://doi.org/10.1080/10439463.2016.1147039
   Web of Science ®Google Scholar
• Hadlington, L., Lumsden, K., Black, A., & Ferra, F. (2018). A qualitative exploration of police officers’ experiences, challenges, and perceptions of cybercrime. Policing: A Journal of Policy and Practice, https://doi.org/https://doi.org/10.1093/police/pay090
   Google Scholar
• Herodotou, C., Rienties, B., Boroowa, A., Zdrahal, Z., Hlosta, M., & Naydenova, G. (2017). Implementing predictive learning analytics on a large scale: the teacher's perspective. Proceedings of the Seventh International Learning Analytics & Knowledge Conference.
   Google Scholar
• Herodotou, C., Rienties, B., Hlosta, M., Boroowa, A., Mangafa, C., & Zdrahal, Z. (2020). The scalable implementation of predictive learning analytics at a distance learning university: Insights from a longitudinal case study. The Internet and Higher Education, 45, 100725. https://doi.org/https://doi.org/10.1016/j.iheduc.2020.100725
   Web of Science ®Google Scholar
• Holdaway, S. (2017). The re-professionalization of the police in England and Wales. Criminology & Criminal Justice, 17(5), 588–604. https://doi.org/https://doi.org/10.1177/1748895817690214
   Web of Science ®Google Scholar
• Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: promises and implications for teaching and learning. Center for Curriculum Redesign.
   Google Scholar
• Honess, R. (2020). Mandatory police training: the epitome of dissatisfaction and demotivation? Policing: A Journal of Policy and Practice, 14(1), 191–201. https://doi.org/https://doi.org/10.1093/police/paz076
   Web of Science ®Google Scholar
• Hough, M., Stanko, B., Agnew-Pauley, W., Belur, J., Brown, J., Gamblin, D., et al. (2018). Developing an evidence based police degree-holder entry programme. MOPAC.
   Google Scholar
• Hough, M., & Stanko, E. A. (2019). Designing degree-level courses for police recruits in England and Wales: some issues and challenges. Policing: A Journal of Policy and Practice, 14(1), 31–42. https://doi.org/https://doi.org/10.1093/police/pay096
   Web of Science ®Google Scholar
• Jivet, I., Scheffel, M., Specht, M., & Drachsler, H. (2018). License to evaluate: Preparing learning analytics dashboards for educational practice. Proceedings of the 8th International Conference on Learning Analytics & Knowledge.
   Google Scholar
• Kuzilek, J., Hlosta, M., Herrmannova, D., Zdrahal, Z., & Wolff, A. (2015). OU Analyse: analysing at-risk students at The Open University. Learning Analytics Review, 1–16.
   Google Scholar
• Littlejohn, A., & Margaryan, A. (2014). Technology-enhanced professional learning: processes, practices, and tools. Routledge.
   Google Scholar
• Loftus, B. (2010). Police occupational culture: classic themes, altered times. Policing and Society, 20(1), 1–20. https://doi.org/https://doi.org/10.1080/10439460903281547
   Web of Science ®Google Scholar
• Mangaroska, K., & Giannakos, M. N. (2019). Learning analytics for learning design: A systematic literature review of analytics-driven design to enhance learning. IEEE Transactions on Learning Technologies, 12(4), 516–534. https://doi.org/https://doi.org/10.1109/TLT.2018.2868673
   Web of Science ®Google Scholar
• Martin, D., Hartley, J., Khalil, L., & Harding, R. (2019). Strategic narrative for learning and development. Centre for Policing Research and Learning Retrieved 17 February 2021, from https://www.open.ac.uk/centres/policing/sites/www.open.ac.uk.centres.policing/files/files/MOPAC/Strategic%20Narrative%20Final%20Version%20Final%20V1_2.pdf
   Google Scholar
• McGinley, B., Agnew-Pauley, W., Tompson, L., & Belur, J. (2019). Police recruit training programmes: a systematic map of research literature. Policing: A Journal of Policy and Practice, 14(1), 52–75. https://doi.org/https://doi.org/10.1093/police/paz019
   Web of Science ®Google Scholar
• National Police Chiefs Council. (2016). Policing vision 2025.
   Google Scholar
• Neyroud, P. (2011). Review of police leadership and training. Home Office.
   Google Scholar
• Nguyen, Q., Rienties, B., & Richardson, J. T. E. (2020). Learning analytics to uncover inequality in behavioural engagement and academic attainment in a distance learning setting. Assessment and Evaluation in Higher Education, 45(4), 594–606. https://doi.org/https://doi.org/10.1080/02602938.2019.1679088
   Web of Science ®Google Scholar
• Nguyen, Q., Rienties, B., Toetenel, L., Ferguson, F., & Whitelock, D. (2017). Examining the designs of computer-based assessment and its impact on student engagement, satisfaction, and pass rates. Computers in Human Behavior, 76(November 2017), 703-714. https://doi.org/https://doi.org/10.1016/j.chb.2017.03.028
   Web of Science ®Google Scholar
• Prinsloo, P., & Slade, S. (2017). An elephant in the learning analytics room: the obligation to act. Proceedings of the Seventh International Learning Analytics & Knowledge Conference.
   Google Scholar
• Richardson, J. T. E., Mittelmeier, J., & Rienties, B. (2020). The role of gender, social class and ethnicity in participation and academic attainment in UK higher education: an update. Oxford Review of Education, 46(3), 346–362. https://doi.org/https://doi.org/10.1080/03054985.2019.1702012
   Web of Science ®Google Scholar
• Rienties, B., Boroowa, A., Cross, S., Kubiak, C., Mayles, K., & Murphy, S. (2016). Analytics4Action Evaluation Framework: a review of evidence-based learning analytics interventions at the Open University UK. Journal of Interactive Media in Education, 1(2), 1–12. https://doi.org/https://doi.org/10.5334/jime.394
   Google Scholar
• Rienties, B., Tempelaar, D. T., Nguyen, Q., & Littlejohn, A. (2019). Unpacking the intertemporal impact of self-regulation in a blended mathematics environment. Computers in Human Behavior, 100(November 2019), 345-357. https://doi.org/https://doi.org/10.1016/j.chb.2019.07.007
   Web of Science ®Google Scholar
• Rienties, B., & Toetenel, L. (2016). The impact of learning design on student behaviour, satisfaction and performance: a cross-institutional comparison across 151 modules. Computers in Human Behavior, 60, 333–341. https://doi.org/https://doi.org/10.1016/j.chb.2016.02.074
   Web of Science ®Google Scholar
• Saqr, M., Fors, U., & Nouri, J. (2018). Using social network analysis to understand online Problem-Based Learning and predict performance. PLOS ONE, 13(9), e0203590. https://doi.org/https://doi.org/10.1371/journal.pone.0203590
   PubMed Web of Science ®Google Scholar
• Sclater, N. (2017). Learning analytics explained. Routledge.
   Google Scholar
• Siemens, G., & Long, P. (2011). Penetrating the fog: Analytics in learning and education. EDUCAUSE Review, 46(5), 30–32.
   Google Scholar
• Stes, A., Min-Leliveld, M., Gijbels, D., & Van Petegem, P. (2010). The impact of instructional development in higher education: The state-of-the-art of the research. Educational Research Review, 5(1), 25–49. https://doi.org/https://doi.org/10.1016/j.edurev.2009.07.001
   Web of Science ®Google Scholar
• Tempelaar, D. T., Rienties, B., & Giesbers, B. (2015). In search for the most informative data for feedback generation: Learning Analytics in a data-rich context. Computers in Human Behavior, 47, 157–167. https://doi.org/https://doi.org/10.1016/j.chb.2014.05.038
   Web of Science ®Google Scholar
• Tempelaar, D. T., Rienties, B., & Nguyen, Q. (2017). Towards actionable learning analytics using dispositions. IEEE Transactions on Learning Technologies, 1 (Jan-March 2017), 6-16. https://doi.org/https://doi.org/10.1109/TLT.2017.2662679
   Web of Science ®Google Scholar
• Viberg, O., Hatakka, M., Bälter, O., & Mavroudi, A. (2018). The current landscape of learning analytics in higher education. Computers in Human Behavior, 89 (December 2018), 98-110. https://doi.org/https://doi.org/10.1016/j.chb.2018.07.027
   Web of Science ®Google Scholar