Abstract
The field of learning analytics has great potential to inform and enhance teaching and learning practices in higher education. However, while many studies are being conducted to examine new learning analytics tools or ways that learning analytics can be used to address specific problems such as student retention, few studies have explored the fundamental needs of teaching staff in addressing educational problems or making improvements to their teaching. This paper presents the initial findings from research being conducted with staff associated with teaching and learning at the University of Melbourne to identify the needs and potential uses of learning analytics to improve educational outcomes. The role learning analytics will play in informing teaching practice in higher education is considered, as well as implications for future research in the field.
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