Success-Enablers of Learning Analytics Adoption in Higher Education: A Quantitative Ethnographic Study

Alzahrani, Asma Shannan; Tsai, Yi‐Shan; Kovanović, Vitomir; Moreno-Marcos, Pedro Manuel; Jivet, Ioana; Aljohani, Naif Radi; Gašević, Dragan

doi:10.1007/978-3-030-93859-8_26

Cited by 4 publications

(5 citation statements)

References 24 publications

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“…Is fair to mention that other sets of seed codes could be applied to this type of work. In particular, the recent work of Alzahrani et al (2022) presents important success enablers for LA adoption differently coded than our results. For instance, the success‐enabler analytics capabilities of teacher and students in our work is considered in the factors called End‐User Training (UIT3) and Support (UIT1).…”

Section: Discussioncontrasting

confidence: 61%

Adoption of learning analytics in higher education institutions: A systematic literature review

Márquez,

Henríquez,

Chevreux

et al. 2023

Brit J Educational Tech

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Learning analytics (LA) is an emerging area that has had extensive development in higher education in recent years, focused both on the learning process of students within subjects and on monitoring their trajectories in training programmes. However, most of the developments remain in the pilot phase without reaching institutional adoption. This paper reports the results of a systematic review of the literature carried out with the aim of identifying the factors that influence the adoption of LA, as well as the existing strategies that facilitate such adoption in higher education institutions. The results show that factors for LA adoption are situated in multiple dimensions, including stakeholders at different levels, institutional and pedagogical processes, technical limitations and ethical considerations. This work contributes with a consolidated list of 14 critical factors to be considered to effectively adopt LA tools, addressing planning, strong leadership, collaboration and prioritizing senior management commitment, goal setting, cross‐organizational design, educational process redesign, system integration and legacy system linkage. On the other hand, a variety of frameworks, models and approaches are distinguished in the literature to help the adoption of LA, however, none of them cover all the factors involved in such adoption. Therefore, we provide a compilation of strategies that have been used in the literature to reduce the gaps associated with the different factors described. Practitioner notesWhat is already known about this topic LA is a field of research that has had a lot of interest and a wide variety of tools have been developed. Still, it is criticized that they originate more from data availability than from the needs of students, teachers and decision makers. LA tools are mostly evaluated on their usability aspects and to a lesser extent on their usefulness to impact learning processes. The adoption processes of LA in higher education are oriented to specific aspects such as the relevance of the visualizations in the different contexts of application, but they do not address extensively other important aspects involved in such adoption. What this paper adds This article seeks to synthesize what has been investigated in the literature regarding the factors that affect the adoption of LA by higher education institutions. Describe the 14 critical factors identified from the literature to address adoption of multiple dimensions that include stakeholders at different levels, institutional contexts and ethical considerations. A compilation of strategies that have been used in the literature to reduce the gaps associated with the different factors are described, and the aspects or dimensions that are not addressed are highlighted. Implications for practice and/or policy The synthesis of LA adoption factors and the approach strategies present in the literature allow practitioners to focus their efforts on the key aspects to consider in their LA adoption processes. Future work could shift from a pure design perspective to strengthen an engineering perspective in the adoption practices. From the point of view of the policies associated with the adoption of LA in higher education institutions, it is concluded that it is necessary to approach the process from a comprehensive perspective considering all the dimensions involved.

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Section: Discussioncontrasting

confidence: 61%

Adoption of learning analytics in higher education institutions: A systematic literature review

Márquez,

Henríquez,

Chevreux

et al. 2023

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…However, the findings of this study might suggest that stakeholder engagement through participatory approaches might not be enough to ensure LA adoption (Lang & Davis, 2023). As it is claimed by Alzahrani et al (2022), it is crucial to have a strategy to ensure that stakeholders welcome the tool after its development beyond the design process. In the context of our multiple case study, this strategy only existed in U1, where a continuous improvement process was implemented to inform curriculum renewal strategies based on learning results.…”

Section: Discussionmentioning

confidence: 99%

“…along with generating trust and empathy from course instructors and students towards their institution (Gray et al, 2022;Scheffel et al, 2022). Despite the consensus that exists regarding the importance of stakeholder engagement, it is still a prominent challenge to get buy-in from key stakeholders during the design and deployment of LA solutions (Alzahrani et al, 2022;Tsai et al, 2020). The greater capacity of the institutions is often invested at the start of the design process (Gray et al, 2022), but the unequal engagement of key stakeholders during the planning and implementation stages leads to institutional resistance towards LA adoption (Scheffel et al, 2022).…”

Section: Practitioner Notesmentioning

confidence: 99%

“…The importance of understanding stakeholders' interests and concerns has been highlighted by recent learning analytics (LA) studies (Gray et al, 2022; Scheffel et al, 2022). By stakeholders, researchers refer to frontline LA users such as students and teaching staff (Gray et al, 2022), as well as high‐level leaders such as deans of learning and teaching and heads of information technologies (Alzahrani et al, 2022). According to a review of recent literature, stakeholders' engagement is key during the design process for service implementations to be widely adopted in educational contexts (Sarmiento & Wise, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…The lack of engagement has negative implications in the translation of visualisations of observable data into actionable information on the learning process (Gray et al, 2022). Besides, adopting new tools requires reorganising tasks, so it is crucial to have a strategy to ensure that stakeholders welcome the tool after its development (Alzahrani et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Curriculum analytics adoption in higher education: A multiple case study engaging stakeholders in different phases of design

Hilliger,

Miranda,

Celis

et al. 2023

Brit J Educational Tech

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Several studies have indicated that stakeholder engagement could ensure the successful adoption of learning analytics (LA). Considering that researchers and tech developers may not be aware of how LA tools can derive meaningful and actionable information for everyday use, these studies suggest that participatory approaches based on human‐centred design can provide stakeholders with the opportunity to influence decision‐making during tool development. So far, there is a growing consensus about the importance of identifying stakeholders' needs and expectations in early stages, so researchers and developers can design systems that resonate with their users. However, human‐centred LA is a growing sub‐field, so further empirical work is needed to understand how stakeholders can contribute effectively to the design process and the adoption strategy of analytical tools. To illustrate mechanisms to engage various stakeholders throughout different phases of a design process, this paper presents a multiple case study conducted in different Latin American universities. A series of studies inform the development of an analytical tool to support continuous curriculum improvement, aiming to improve student learning and programme quality. Yet, these studies differ in scope and design stage, so they use different mechanisms to engage students, course instructors and institutional administrators. By cross analysing the findings of these three cases, three conclusions emerged for each design phase of a CA tool, presenting mechanisms to ensure stakeholder adoption after tool development. Further implications of this multiple case study are discussed from a theoretical and methodological perspective. Practitioner notesWhat is already known about this topic? Human‐centred learning analytics (LA) has accommodated different configurations of stakeholder engagement, including co‐design and participatory design. Participatory design provides developers with a wide variety of techniques to engage a particular group in a mutual learning process. Most studies mainly focus on engaging stakeholders to identify needs in the early stages of the design process. More empirical works are needed to unveil the effectiveness of human centredness during LA design and after tool development. What this paper adds? Provides a multiple case study to illustrate mechanisms to engage various stakeholders in different design phases of a curriculum analytics (CA) tool. Summarises different assertions based on case study findings regarding needs for analytical tool, its early evaluation and its potential use after development. Provides empirical evidence on how to promote stakeholder engagement at a specific design stage and for a specific purpose. The implications for practitioners LA researchers and developers can use assertions based on evidence as a starting point to drive the design process of CA solutions. Researchers and practitioners will have a set of protocols to implement participatory techniques in different design phases of a CA tool.

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Shifting Paradigms: Trends in Quantitative Ethnography Research at ICQE

Clark,

Mulholland,

Bateman

2024

Communications in Computer and Information Science

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Success-Enablers of Learning Analytics Adoption in Higher Education: A Quantitative Ethnographic Study

Cited by 4 publications

References 24 publications

Adoption of learning analytics in higher education institutions: A systematic literature review

Adoption of learning analytics in higher education institutions: A systematic literature review

Curriculum analytics adoption in higher education: A multiple case study engaging stakeholders in different phases of design

Shifting Paradigms: Trends in Quantitative Ethnography Research at ICQE

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