An Instructor Learning Analytics Implementation Model

Abstract

Abstract:With the widespread use of learning analytics (LA) tools, there is a need to explore how these technologies can be used to enhance teaching and learning. Little research has been conducted on what human processes are necessary to facilitate meaningful adoption of LA. The research problem is that there is a lack of evidence-based guidance on how instructors can effectively implement LA to support students. The goal of the study was to develop and validate a model to guide instructors in the implementation of LA tools. Using design and development research methods, an implementation model was constructed and validated internally. Themes emerged falling into the categories of adoption and caution with six themes falling under adoption including:• LA as evidence,• reaching out, • frequency, • early identification/intervention, • self-reflection, and • align LA with pedagogical intent. Three themes emerged falling under the category of caution including:• skepticism, • fear of overdependence, and • question of usefulness. The model should enhance instructors' use of LA by enabling them to better take advantage of available technologies to support teaching and learning in online and blended learning environments. Researchers can further validate the model by studying its usability (i.e., usefulness, effectiveness, efficiency, and learnability), as well as, how instructors' use of this model to implement LA in their courses affects retention, persistence, and performance.

Instructors' lived experiences of using learning analytics to improve online course design

“…Participants found value in LA metrics that aligned with their unique pedagogical goals and how they used technology in their online course design to meet them. This finding affirmed studies elsewhere that described how educators sought ways to connect data to their pedagogical intentions (McKee, 2017;. Participant accounts described how their pedagogical knowledge allowed them to tie LA data to their course design.…”

“…Wise and Jung (2019) found that faculty engaged in this reflection of their pedagogy alongside some of the more action-oriented sensemaking activities. Other studies have supported the use of LA for reflection (McKee, 2017;Q. Nguyen et al, 2018a).…”

“…These factors both reflect their pedagogical knowledge. Similarly, teachers seek ways to connect data to their pedagogical intentions, including teacher inquiry, as noted above (McKee, 2017;). An instructor's knowledge of learning theories serves as a pedagogical lens to consider what data is needed and how it relates to their teaching strategies (Banihashem, 2019).…”

Library-Faculty Referencing and Plagiarism Pilot Using Technology-Mediated Feedback for Change

“…When these technologies are in the control of teaching staff, rather than a Library team, teaching staff can determine how best to frame the inclusion of analytics as part of a subject's activity. This will be far more be effective in guiding the decision making of students as well as teachers (see McKee, 2017).…”