A qualitative evaluation of a learning dashboard to support advisor-student dialogues

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Despite the success of academic advising dashboards in several higher educational institutions (HEI), these dashboards are still under-explored in Latin American HEI's. To close this gap, three different Latin American universities adapted an existing advising dashboard, originally deployed at the KU Leuven to their own context. In all three cases, the context was the main ruling factor to these adaptations. In this paper, we describe these adaptions using a framework that focuses on four different elements of the context: Objectives, Stakeholders, Key moment and Interactions. Evaluation of the adapted dashboards in the three different Latin American universities are conducted through pilots. This evaluation shows the value of the dashboard approach in different contexts in terms of satisfaction, usefulness and impact in academic decision-making and advising tasks. The main contribution of this paper is the systematic reporting of the adaptations to an academic advising dashboard and showing the value of an academic advising dashboard on academic decision-making and advising tasks.

Section: Implications For Practice And/or Policymentioning

confidence: 97%

Adaptation and evaluation of a learning analytics dashboard to improve academic support at three Latin American universities

Guerra¹,

Ortiz‐Rojas²,

Zúñiga-Prieto³

et al. 2020

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“…The "Learning dashboard for Insights and Support during Study Advice", or LISSA in short, is a dashboard supporting the dialogue between academic advisors and first-year students, developed and used by KU Leuven, a general university in Belgium (Charleer et al (2018); Millecamp et al (2018)). LISSA was the result of intensive user-centered design approach and driven by the goal of empowering advisors by providing them with visualisations of data underlying the student's career path and the program of study.…”

Section: Related Workmentioning

confidence: 99%

“…The first LADs related to academic advising focused on the identification of students at risk (King (2012); Wolff et al (2014); Calvert (2014); Gasevíc et al (2016); Choi et al (2018); Herodotou et al (2019a,b)). Recently, LADs have also been used to support advising dialogues (Charleer et al (2018); Millecamp et al (2018); Gutíerrez et al (2018)), still keeping the research evidence on LADs focusing on advising very limited (Gutíerrez et al (2018)…”

Section: Introductionmentioning

confidence: 99%

Adoption and impact of a learning analytics dashboard supporting the advisor—Student dialogue in a higher education institute in Latin America

Laet¹,

Millecamp²,

Ortiz‐Rojas³

et al. 2020

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This paper presents a case study on the adoption and impact of new modules in a learning analytics dashboard supporting the dialogue between student advisors and students when advising on a study plan for the next academic semester in ESPOL, a higher education institute in Ecuador. of the impact of the new dashboard modules was assessed using a mixed-methods approach. The quantitative approach builds on data of 172 advisors in 34 programs and 4481 advising sessions in 2019 (post) and 4747 advising sessions in 2018 (pre) to assess the adoption and use of the dashboard, the level of support experienced by the advisors, the impact of the new dashboard modules on the difference between the advised study plan and the plan students register for, and students' academic achievement. A qualitative approach with observations of 14 staged advising dialogues and semi-structured interviews with eight advisors was used to assess how the dashboard was used and to get deeper understanding of the perceived usefulness and impact of the dashboard. The results show that an institution-wide deployment of dashboard modules tailored to the needs of the advisors can be achieved and increased the level of support perceived by the advisors and significantly decreased the gap between the suggested study plans in advising dialogues and the study plans students

“…The aim was to complement the existing advising efforts provided by the dedicated educational support staff by cost‐efficient, scalable technology‐enhanced solutions re‐purposing data that were already available in the institution. Three tools were introduced, each presented in more details in previous studies: (1) LISSA, a dashboard to support the interpersonal dialogue between the student and study adviser (Charleer, Vande Moere, Klerkx, Verbert, & De Laet, 2018; Millecamp, Gutierrez, Charleer, Verbert, & De Laet, 2018); (2) REX, a self‐service dashboard for students to reflect on their examination study results (Broos, Verbert, et al , 2017); (3) and LASSI, a self‐service dashboard to aid students with the assessment and remediation of their study skills (Broos, Peeters, et al , 2017).…”

Section: Implementation Cases In Europe and Latin‐americamentioning

confidence: 99%

Coordinating learning analytics policymaking and implementation at scale

Broos¹,

Hilliger²,

Pérez‐Sanagustín³

et al. 2020

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Her research interests include Self-Regulatory Learning, learning analytics, blended learning, mobile learning and computer-supported collaborative learning. Nyi Nyi Htun is a postdoctoral researcher at the department of Computer Science at KU Leuven. His research interests include interactive recommender and information retrieval systems, human-computer interaction, digital health and business information systems. Martijn Millecamp is a PhD student at Augment, the Human-Computer Interaction group of the Department of Computer Science, KU Leuven. His research interest is user modelling for explainable recommender system interfaces and dashboards for learning analytics.