Student perspectives on data provision and use: starting to unpack disciplinary differences

摘要: How can we best align learning analytics practices with disciplinary knowledge in order to support student learning? Although itself is an interdisciplinary field, it tends take a 'one-size-fits-all' approach the collection, measurement, and reporting of data, overlooking practices. In line recent trend higher education research, this paper considers contribution realist sociology field analytics, drawing on findings from focus groups at Australian university. It examines what learners say about their data needs reference organizing principles underlying within disciplines. The key framework that could be used as basis for aligning provision and/or use relation curriculum, pedagogy, assessment extends research Legitimation Code Theory, which understands differences terms underpin knowledge-building. preliminary analysis presented here both provides tool ensuring fit between standards achievement, signals disciplinarity important consideration