Learning Analytics (LA) is perceived to be a promising strategy to tackle persisting educational challenges in Latin America, such as quality disparities and high dropout rates. However, Latin American universities have fallen behind in LA adoption compared to institutions in other regions. To understand stakeholders' needs for LA services, this study used mixed methods to collect data in four Latin American Universities. Qualitative data was obtained from 37 interviews with managers and 16 focus groups with 51 teaching staff and 45 students, whereas quantitative data was obtained from surveys answered by 1884 students and 368 teaching staff. According to the triangulation of both types of evidence, we found that (1) students need quality feedback and timely support, (2) teaching staff need timely alerts and meaningful performance evaluations, and (3) managers need quality information to implement support interventions. Thus, LA offers an opportunity to integrate data-driven decision-making in existing tasks.

学习分析（LA）被认为是解决拉丁美洲持续存在的教育挑战（例如质量差距和高辍学率）的一种有前途的策略。但是，与其他地区的大学相比，拉丁美洲的大学在洛杉矶的采用率方面落后。为了了解利益相关者对洛杉矶服务的需求，本研究使用混合方法收集了四所拉丁美洲大学的数据。定性数据来自对37位管理者的访谈和16位焦点小组的访谈，其中有51名教职员工和45名学生，而定量数据则来自于1884名学生和368名教职员工的调查问卷。根据这两种类型的证据，我们发现（1）学生需要质量反馈和及时的支持，（2）教学人员需要及时的警报和有意义的绩效评估，（3）管理者需要质量信息来实施支持干预措施。因此，洛杉矶提供了将数据驱动的决策整合到现有任务中的机会。