New piece based on Shibani’s PhD work on writing analytics, and the perspective of the educators in adopting and adapting a writing analytics technology and learning design to their contexts.
The purpose of this paper is to analyse data on first-year students’ needs regarding academic support services and reasons for their intention to leave the institution prior to degree completion.
Besides the well-documented benefits of learning analytics, serious concerns and challenges are associated with the application of these data-driven systems. Most notably, empirical evidence regarding privacy issues such as for learning analytics is next to nothing.