Technology enhanced learning analytics has the potential to play a significant role in higher education in the future. Opinions and expectations towards technology and learning analytics, thus, are vital to consider for institutional developments in higher education institutions. The Sheila framework offers instruments to yield exploratory knowledge about stakeholder aspirations towards technology, such as learning analytics in higher education. The sample of the study consists of students (N = 1169) and teachers (N = 497) at a higher education institution in Germany. Using self-report questionnaires, we assessed students and teachers attitudes towards learning analytics in higher education teaching, comparing ideal and expected circumstances. We report results on the attitudes of students, teachers, as well as comparisons of the two groups and different disciplines. We discuss the results with regard to practical implications for the implementation and further developments of learning analytics in higher education.

翻译：技术增强的学习分析在未来高等教育中具有发挥重要作用的潜力。因此，对技术及学习分析的观点与期望对于高等教育机构的制度发展至关重要。Sheila框架提供了探索性工具，用于了解利益相关者对技术（如高等教育中的学习分析）的诉求。本研究样本涵盖德国某高等教育机构的学生（N=1169）与教师（N=497）。通过自陈式问卷调查，我们评估了学生与教师对高等教育教学中学习分析的态度，并比较了理想情境与预期情境的差异。我们报告了学生与教师的态度结果、两组人群及不同学科间的对比分析，并结合学习分析在高等教育中实施与进一步发展的实践意义对结果进行了讨论。