For service implementations to be widely adopted, it is necessary for the expectations of the key stakeholders to be considered. Failure to do so may lead to services reflecting ideological gaps, which will inadvertently create dissatisfaction among its users. Learning analytics research has begun to recognise the importance of understanding the student perspective towards the services that could be potentially offered; however, student engagement remains low. Furthermore, there has been no attempt to explore whether students can be segmented into different groups based on their expectations towards learning analytics services. In doing so, it allows for a greater understanding of what is and is not expected from learning analytics services within a sample of students. The current exploratory work addresses this limitation by using the three-step approach to latent class analysis to understand whether student expectations of learning analytics services can clearly be segmented, using self-report data obtained from a sample of students at an Open University in the Netherlands. The findings show that student expectations regarding ethical and privacy elements of a learning analytics service are consistent across all groups; however, those expectations of service features are quite variable. These results are discussed in relation to previous work on student stakeholder perspectives, policy development, and the European General Data Protection Regulation (GDPR).

为了广泛采用服务实现，有必要考虑关键利益相关者的期望。如果不这样做，可能会导致服务体现意识形态的差距，这将在不经意间引起用户的不满。学习分析研究已经开始认识到理解学生对可能提供的服务的看法的重要性；然而，学生的参与度仍然很低。此外，也没有尝试探索是否可以根据学生对学习分析服务的期望将其分为不同的组。通过这样做，它可以更好地了解学生样本中学习分析服务的期望和不期望。当前的探索性工作通过使用潜在类分析的三步法来解决这一限制，以了解是否可以使用从荷兰开放大学学生样本中获得的自我报告数据清楚地细分学生对学习分析服务的期望. 调查结果表明，学生对学习分析服务的道德和隐私要素的期望在所有群体中都是一致的；然而，这些对服务功能的期望变化很大。这些结果将与之前关于学生利益相关者观点、政策制定和欧洲通用数据保护条例 (GDPR) 的工作联系起来进行讨论。使用从荷兰一所开放大学的学生样本中获得的自我报告数据。调查结果表明，学生对学习分析服务的道德和隐私要素的期望在所有群体中都是一致的；然而，这些对服务功能的期望变化很大。这些结果将与之前关于学生利益相关者观点、政策制定和欧洲通用数据保护条例 (GDPR) 的工作联系起来进行讨论。使用从荷兰一所开放大学的学生样本中获得的自我报告数据。调查结果表明，学生对学习分析服务的道德和隐私要素的期望在所有群体中都是一致的；然而，这些对服务功能的期望变化很大。这些结果将与之前关于学生利益相关者观点、政策制定和欧洲通用数据保护条例 (GDPR) 的工作联系起来进行讨论。