Browsing by Author "Alenezi, Abdullah"

Now showing 1 - 2 of 2
  • Thumbnail Image
    ItemOpen Access
    Framework to assess the maturity level of learning analytics in higher education and drive learning services improvement
    (Cranfield University, 2020-05) Alenezi, Abdullah; Emmanouilidis, Christos; Al-Ashaab, Ahmed
    This research was aimed at developing a framework that could be utilised to assess the maturity level of learning analytics (LA) in virtual learning environment (VLE) in higher education institutions (HEI). The assessment of the maturity level of LA in VLE in HEI contributes to enhancing the educational learning programmes and academic services offering to the learners. The successful implementation of LA in an HEI could help improve teaching and learning processes, thereby improving students’ learning experiences (Larrabee Sønderlund et al., 2019; Sclater et al., 2016; Waheed et al., 2020). However, most HEIs often do not know where to start from in implementing programmes for using VLE and LA; thus, the contribution of this study to offer guidance for HEIs. In order to develop the LA maturity assessment framework, a multi-phases methodological approach was adopted which involved 6 key phases (understanding the literature, a field study to gain a high-level perspective of VLE and LA, development of LA maturity model, development of a performance measurement tool, formulation of road map recommendations, and case study validation and expert judgment). The developed LA maturity model comprises of five levels: basic (level 1), developing (level 2), functional (level 3), advanced (level 4) and optimised (level 5). In determining these LA maturity level, the performance measurement tool has to be applied. This performance measurement tool assesses an HEI’s performance in four key components of LA: process, infrastructure, data and human resources and skills. The LA maturity model and performance measurement tool facilitate the road map recommendations. Based on an HEI’s assessed LA maturity level, recommendations are suggested on how progress can be made in LA implementation. The developed LA assessment framework was validated through case studies (PAAET and Cranfield University) and expert judgement that proved its validity and application to different educational contexts. The case study validation showed the differences in performance scores and maturity levels of the two HEIs with specific recommendations relevant to each context being made. Expert judgements highlighted the contribution of the framework to LA which is a relatively new area of research.
  • Thumbnail Image
    ItemOpen Access
    Knowledge management to support learning analytics in Higher Education
    (IEEE, 2018-12-31) Alenezi, Abdullah; Emmanouilidis, Christos; Al-Ashaab, Ahmed
    This paper argues based on evidence from the literature that learning analytics, when undertaken by higher education institutions, is not considered within a holistic knowledge management strategy, which could provide significant improvement to the outcomes of learning analytics. Particularly, a synthesis of knowledge extraction via learning analytics and appropriate handling of such knowledge via knowledge management is not typically implemented in higher education practices, but it constitutes a promising path to improving it, and eventually contributes to improving learning services. Essentially, knowledge management can support improvements and innovation in analytics tools, translate an organisation's strategic vision into action, and enable sharing of information among different actors. These are all necessary requirements for effective learning analytics.