How and Why Faculty Adopt Learning Analytics

Arthars, Natasha; Liu, Danny Y. T.

doi:10.1007/978-3-030-47392-1_11

Cited by 10 publications

(13 citation statements)

References 14 publications

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“…In developing experience with analytics, prior work has revealed two types of challenges in instructor sensemaking. First, instructors face a (steep) initial learning curve when starting to use analytic tools [3,4,22]. Arthars and Liu [3] interviewed 34 users of an analytics platform and found that, in the early stages, participants uniformly went through a frustrating process to learn to use the platform.…”

Section: Challenge In Analytic Sensemakingmentioning

confidence: 99%

“…First, instructors face a (steep) initial learning curve when starting to use analytic tools [3,4,22]. Arthars and Liu [3] interviewed 34 users of an analytics platform and found that, in the early stages, participants uniformly went through a frustrating process to learn to use the platform. Other studies found that the frustration of first-time use extended from incorrect understanding of the functionalities of the tools [13] to lack of clarity on what data was collected and how it was assembled to produce high-level representations of learning activities [4].…”

Section: Challenge In Analytic Sensemakingmentioning

confidence: 99%

“…The questions and the frustration associated with the initial learning curve may limit the insights instructors draw from the data and/or lead to distrust and hesitancy to take action; all of which can impede effective uptake [4,7,8,17,22]. In some cases, initial challenges have been seen to persist as instructors continue to use a tool [13] while in others, instructors have been able to progress through the initial learning curve to eventually benefit from a tool [3]. Even when the analytics are understood at a basic level, instructors commonly struggle with how to transform the information into relevant, actionable insights [9,22,28].…”

Section: Challenge In Analytic Sensemakingmentioning

confidence: 99%

“…This has led to a stream of work focusing on how instructors use analytics in authentic contexts (e.g. [3,13,28]).…”

Section: Introductionmentioning

confidence: 99%

“…ask questions of, read and explain data; [30,31]) as well as challenges associated with the process (e.g. [3,4,13]). However, detail is lacking about the specific ways instructors engage with analytics within these components, particularly the kinds of questions they ask and the techniques they use to read and explain data.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Beyond First Encounters with Analytics: Questions, Techniques and Challenges in Instructors’ Sensemaking

Jung

Wise

2021

LAK21: 11th International Learning Analytics and Knowledge Conference

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Despite growing implementation of teacher-facing analytics in higher education, relatively little is known about the detailed processes through which instructors make sense of analytics in their teaching practices beyond their initial encounters with tools. This study unpacked the sensemaking process of thirteen instructors with analytic experience, using interviews that included walkthroughs of their analytics use. Qualitative inductive analysis was used to identify themes related to (1) the questions they asked of the analytics, (2) the techniques they used to interpret them, and (3) the challenges they encountered. Findings indicated that instructors went beyond a general curiosity to develop three types of questions of the analytics (goal-oriented, problem-oriented, and instruction modification questions). Instructors also used specific techniques to read and explain data by (a) developing expectations about the answers the analytics would provide, and (b) making comparisons to reveal student diversity, identify effects of instructional revision and diagnose issues. The study found instructors faced an initial learning curve when seeking and making use of relevant information, but also continued to revisit these challenges when they were not able to develop a routine of analytics use. These findings both contribute to a conceptual understanding of instructor analytic sensemaking and have practical implications for its systematic support.

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Section: Challenge In Analytic Sensemakingmentioning

confidence: 99%