Avaliação de um modelo de maturidade para adoção de learning analytics em instituições de ensino superior

Learning Analytics (LA) aims to analyze the data generated by both students and teachers in online environments in order to promote actions to improve teaching and learning processes. The results of such analyzes can help teachers to know their students’ study processes, as well as being able to assist with the verification and correction of both educational activities and practices. For students, LA can help with reflection and self-regulation of learning. However, despite its benefits, institutions have difficulties in adopting it. In this sense, an instrument that can support the use of LA is the Maturity Model (MM), which has been used in different knowledge areas in order to indicate an improvement roadmap for organizations. Hence, this paper aims to present the assessment results of a MM proposed for the adoption of LA in Higher Education Institutions, called MMALA. The evaluation focused on the model composition and was carried out through a questionnaire addressed to LA researchers and professionals. After conducting analyzes, both qualitative and quantitative, suggestions for improvement for the proposed model were identified, and the model was validated, supporting its further development.