Abstract Learning analytics (LA) as a research field has grown rapidly over the last decade. However, adoption of LA is mostly found to be small in scale and isolated at the instructor level. This paper presents an exploratory study on institutional approaches to LA in European higher education and discusses prominent challenges that impede LA from reaching its potential. Based on a series of consultations with senior managers from 83 different higher education institutions in 24 European countries, we observe that LA is primarily perceived as a tool to enhance teaching and institutional management. As a result, teaching and support staff are found to be the main users of LA and the target audience of training support. In contrast, there is little evidence of active engagement with students or using LA to develop self-regulated learning skills. We highlight the importance of grounding LA in learning sciences and including students as a key stakeholder in the design and implementation of LA. This paper contributes to our understanding of the development of LA in European higher education and highlights areas to address in both practice and research.

中文翻译：

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欧洲高等教育的学习分析——趋势和障碍

摘要 学习分析 (LA) 作为一个研究领域在过去十年中发展迅速。然而，大多数情况下发现 LA 的采用规模较小，并且在讲师级别上是孤立的。本文对欧洲高等教育中洛杉矶的制度方法进行了探索性研究，并讨论了阻碍洛杉矶发挥其潜力的突出挑战。根据与来自 24 个欧洲国家的 83 所不同高等教育机构的高级管理人员的一系列咨询，我们发现 LA 主要被视为加强教学和机构管理的工具。因此，教学和支持人员被认为是 LA 的主要用户和培训支持的目标受众。相比之下，几乎没有证据表明积极参与学生或利用洛杉矶来发展自我调节的学习技能。我们强调将 LA 扎根于学习科学并将学生作为 LA 设计和实施的关键利益相关者的重要性。本文有助于我们理解 LA 在欧洲高等教育中的发展，并突出了实践和研究中需要解决的领域。