Historic Learning Analytics Transforming Learning in Saudi Arabian Higher Education

Abstract

The use of technology in Saudi Arabian higher education is constantly evolving. With the support of the 2030 Saudi vision, many research studies have started covering learning analytics and Big Data in the Saudi Arabian higher education. Examining learning analytics in higher education institutions promise transforming the learning experience to maximize students' learning potential. With the thousands of students' transactions recorded in various learning management systems (LMS) in Saudi educational institutions, the need to explore and research learning analytics in Saudi Arabia has caught the interest of scholars and researchers regionally and internationally. This chapter explores a Saudi private university in Jeddah, Saudi Arabia, and examines its rich learning analytics and discovers the knowledge behind it. More than 300,000 records of LMS analytical data were collected from a consecutive 4-year historic data. Romero, Ventura, and Garcia (2008) educational data mining process was applied to collect and analyze the analytical reports. Statistical and trend analysis were applied to examine and interpret the collected data. The study has also collected lecturers' testimonies to support the collected analytical data. The study revealed a transformative pedagogy that impact course instructional design and students' engagement.

Citation

Nasseif, H. (2023), "Historic Learning Analytics Transforming Learning in Saudi Arabian Higher Education", Lytras, M.D. (Ed.) Active and Transformative Learning in STEAM Disciplines (Emerald Studies in Active and Transformative Learning in Higher Education), Emerald Publishing Limited, Leeds, pp. 79-102. https://doi.org/10.1108/978-1-83753-618-420231005