=Paper=
{{Paper
|id=Vol-3383/FLAIEC22_paper_5029
|storemode=property
|title=Learning analytics in Moroccan higher Education: Justifications for use and challenges for successful implementation
|pdfUrl=https://ceur-ws.org/Vol-3383/FLAIEC22_paper_5029.pdf
|volume=Vol-3383
|authors=Abdelkhalek Zine,Abdelali Kaaouachi
|dblpUrl=https://dblp.org/rec/conf/flaiec/ZineK22
}}
==Learning analytics in Moroccan higher Education: Justifications for use and challenges for successful implementation==
<pdf width="1500px">https://ceur-ws.org/Vol-3383/FLAIEC22_paper_5029.pdf</pdf>
<pre>
Learning analytics in Moroccan higher education:
Justifications for use and challenges for successful
implementation - Abstract
Abdelkhalek Zine 1 and Abdelali Kaaouachi 1
1 University Mohammed Premier, Oujda, Morocco



                               Abstract
                               Learning analytics (LA) is a better solution to leverage the big data left by learners in learning
                               platforms. This solution could become a valuable strategy to increase retention rates, reduce
                               quality disparities, improve resource allocation, monitor skill development, and increase
                               graduation rates. This research explores of the subject of learning analytics in Moroccan
                               Higher Education, in terms of justifications for use and challenges for implementation. The
                               method is based on qualitative research that uses 10 interviews with teachers of
                               multidisciplinary faculty of Nador. The findings of this research concluded that a small
                               number of professors use on their own initiative learning analytics tools, and their goal was
                               to track the students' work, the development of their performance, and the extent of their
                               commitment. In addition, most respondents mentioned a set of challenges that would need
                               to be addressed if they were to adopt learning analytics, including: inability to align LAs with
                               teacher practices, additional workload and lack of time, concerns about ethics and
                               confidentiality, the results of learning analytics are limited by the value of the data provided,
                               lack of sufficient skills (technological and pedagogical skills), lack of necessary resources
                               (financial and technologies), commitment and adherence of other parties concerned, learning
                               analytics are difficult to operationalize, systemic management of unstructured data,
                               heterogeneity of databases and data, insufficient preparation of teaching staff. A series of
                               recommendations to overcome these challenges were formulated, among the most important
                               of them are the need for training; the need for advice; the development of policies, models
                               and frameworks for the adoption of learning analytics; the learning analytics tools adopted
                               must be useful and easy to use.

                               Keywords 1
                               challenges, learning analytics, Moroccan higher education




Proceedings of the Finnish Learning Analytics and Artificial Intelligence in Education Conference (FLAIEC22), Sep 29-30, 2022, Joensuu,
Finland
EMAIL: zine.abdelkhalek@gmail.com (A.1); akaaouachi@hotmail.com (A.2)
                            © 2022 Copyright for this paper by its authors.
                            Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
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                            CEUR Workshop Proceedings (CEUR-WS.org)

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