The recent focus on learning analytics (LA) to analyze temporal dimensions of learning holds the promise of providing insights into latent constructs, such as learning strategy, self-regulated learning (SRL), and metacognition. These methods seek to provide an enriched view of learner behaviors beyond the scope of commonly used correlational or cross-sectional methods. We present a methodological sequence of techniques that comprises: i) the strategic clustering of learner types; ii) the use micro-level processing to transform raw trace data into SRL processes, and; iii) the use of a novel process mining algorithm to explore the generated SRL processes. We call this the, “Trace-SRL” framework. Through this framework, we explored the use of micro-level process analysis and process mining (PM) techniques to identify optimal and suboptimal traits of SRL. We analyzed trace data collected from online activities of a sample of nearly 300 computer engineering undergraduate students enrolled on a course that followed a flipped class-room pedagogy. We found that using a theory-driven approach to PM, a detailed account of SRL processes emerged, which could not be obtained from frequency measures alone. PM, as a means of learner pattern discovery, promises a more temporally nuanced analysis of SRL. Moreover, the results showed that more successful students regularly engage in a higher number of SRL behaviors than their less successful counterparts. This suggests that not all students are sufficiently able to regulate their learning, which is an important finding for both theory and LA, and future technologies that support SRL.

Student engagement within the development of learning analytics services in Higher Education is an important challenge to address. Despite calls for greater inclusion of stakeholders, there still remains only a small number of investigations into students’ beliefs and expectations towards learning analytics services. Therefore, this paper presents a descriptive instrument to measure student expectations (ideal and predicted) of learning analytics services. The scales used in the instrument are grounded in a theoretical framework of expectations, specifically ideal and predicted expectations. Items were then generated on the basis of four identified themes (Ethical and Privacy Expectations, Agency Expectations, Intervention Expectations, and Meaningfulness Expectations), which emerged after a review of the learning analytics literature. The results of an exploratory factor analysis and the results from both an exploratory structural equation model and confirmatory factor analysis supported a two‐factor structure best accounted for the data pertaining to ideal and predicted expectations. Factor one refers to Ethical and Privacy Expectations, whilst factor two covers Service Feature Expectations. The 12‐item Student Expectations of Learning Analytics Questionnaire (SELAQ) provides researchers and practitioners with a means of measuring of students’ expectations of learning analytics services.

The adoption of learning analytics (LA) in complex educational systems is woven into sociocultural and technical challenges that have induced distrust in data and difficulties in scaling LA. This paper presents a study that investigated areas of distrust and threats to trustworthy LA through a series of consultations with teaching staff and students at a large UK university. Surveys and focus groups were conducted to explore participant expectations of LA. The observed distrust is broadly attributed to three areas: the subjective nature of numbers, the fear of power diminution, and approaches to design and implementation of LA. The paper highlights areas to maintain existing trust with policy procedures and areas to cultivate trust by engaging with tensions arising from the social process of LA.