<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2414-8938</journal-id>
<journal-title><![CDATA[Academo (Asunción)]]></journal-title>
<abbrev-journal-title><![CDATA[Acad. (Asunción)]]></abbrev-journal-title>
<issn>2414-8938</issn>
<publisher>
<publisher-name><![CDATA[Universidad Americana ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2414-89382022000200151</article-id>
<article-id pub-id-type="doi">10.30545/academo.2022.jul-dic.4</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La analítica del aprendizaje y las expectativas de los estudiantes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[The analytics of learning and the expectations of university students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pedraza Sánchez]]></surname>
<given-names><![CDATA[Erika Yadira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Nuevo León  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>9</volume>
<numero>2</numero>
<fpage>151</fpage>
<lpage>164</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_arttext&amp;pid=S2414-89382022000200151&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_abstract&amp;pid=S2414-89382022000200151&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_pdf&amp;pid=S2414-89382022000200151&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La analítica del aprendizaje implica la recopilación de datos educativos que las instituciones de educación superior pueden implementar en servicios de apoyo para ayudar en el aprendizaje de los estudiantes. A pesar de su relevancia, aún siguen siendo muy escasos las investigaciones sobre este tema, lo cierto es que cada vez son más las instituciones educativas interesadas en conocer más de esta tendencia y sus alcances. El propósito de este artículo fue medir las expectativas de los estudiantes de los servicios de la analítica del aprendizaje a través de un instrumento descriptivo con escala de tipo Likert que estima 12 expectativas relacionadas con la ética y privacidad, así como las características del servicio; se tomó una muestra de 675 estudiantes de nivel de licenciatura y maestría de una Universidad en México. Los resultados revelaron que existe una aceptación por los servicios de la analítica del aprendizaje donde las mujeres lo valoran más que los hombres, así como se evidenciaron áreas de oportunidad que permiten que la institución de educación superior pueda adaptar estas expectativas en la implementación y desarrollo de su política de la analítica del aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Learning analytics involves the collection of educational data that higher education institutions can implement into support services to aid student learning. Despite its relevance, research on this topic is still very scarce, the truth is that more and more educational institutions are interested in learning more about this trend and its scope. The purpose of this article was to measure the expectations of the students of the learning analytics services through a descriptive instrument with a Likert-type scale that estimates 12 expectations related to ethics and privacy as well as the characteristics of the service; A sample of 675 undergraduate and master's level students from a University in Mexico was taken. The results revealed that there is an acceptance of learning analytics services where women value it more than men, as well as areas of opportunity that allow the higher education institution to adapt these expectations in the implementation and development of his politics of learning analytics.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Analítica del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[expectativas]]></kwd>
<kwd lng="en"><![CDATA[Learning analytics]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="en"><![CDATA[school performance]]></kwd>
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