Utilizing learning analytics in course design: voices from instructional designers in higher education

Muljana, Pauline Salim; Luo, Tian

doi:10.1007/s12528-020-09262-y

Cited by 19 publications

(28 citation statements)

References 60 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Research has shown that the deeper analysis of summative reports generated by LA tools helps teachers to understand individual and collaborative students' learning behaviors and domain-specific effects of courses (Ifenthaler 2017). More recently, Muljana and Luo (2020) explored the perception of instructors regarding the intent and actual practice of LA, and the majority admitted that LA had great potential (e.g. gaining insights into students' learning behaviors), even though adoption was limited.…”

Section: Teachers' Learning Analytics Perspectivesmentioning

confidence: 99%

“…This implies teachers may demand extra resources and peer support to adopt LA, as noted by Ifenthaler and Yau (2019) in their study that involved 37 German higher education teachers. Similarly, Muljana and Luo (2020) concluded that teachers' adoption and perception of LA is largely affected by social influences and facilitating conditions.…”

Section: Teachers' Learning Analytics Perspectivesmentioning

confidence: 99%

“…These dimensions are informed by both the empirical findings of the current study with teachers as well as existing LA literature and frameworks (e.g. Seufert et al 2019;Kaliisa et al 2021;Muljana and Luo 2020). Next, a conceptual description and theoretical rationale of these dimensions is given.…”

Section: The Bi-directional La-course Design Conceptual Frameworkmentioning

confidence: 99%

“…These elements are important to consider beforehand since these will affect the nature of LA that can be gathered and the conclusions made. Moreover, the meaningful interpretation of LA outputs depends on understanding the pedagogical context in which data is being collected (Shibani et al 2019;Ifenthaler and Widanapathirana 2014;Hernández-Leo et al 2019;Muljana and Luo 2020). In this regard, defining/understanding the context before designing, collecting and interpreting LA is necessary because different pedagogical practices could imply particular epistemological and pedagogic assumptions (Knight et al 2014).…”

Section: The Bi-directional La-course Design Conceptual Frameworkmentioning

confidence: 99%

See 3 more Smart Citations

‘My Point of Departure for Analytics is Extreme Skepticism’: Implications Derived from An Investigation of University Teachers’ Learning Analytics Perspectives and Design Practices

2021

View full text Add to dashboard Cite

The literature until 2020 has forecasted a significant uptake of learning analytics (LA) to support learning design in higher education. However, there remain only a few investigations into teachers’ course design practices and their perspectives on LA as a tool to support their design practices. This paper presents findings from an examination of 16 university teachers’ design practices and perspectives on LA at two Norwegian universities (The University of Oslo and Oslo Metropolitan University). On one hand, findings identified situational factors, feedback sources and teachers’ intuition as key influencers of teachers’ course design decisions. On the other hand, guided by principles of the technology acceptance model, this study identified mixed reactions amongst teachers regarding the awareness, understanding and potential use of LA to support course design practices. In particular, most teachers appreciated the formative and normative value of LA to provide more objective evidence about students’ learning patterns and to shape learning trajectories, but some were skeptical about the evaluative role where LA is used to evaluate teachers’ and students’ performance based on unnuanced data (e.g. no theory guidance) with limited depth in observation. This article contributes to the understanding of factors fundamental to linking LA to teachers’ course design practices by synthesizing findings to propose a ‘bi-directional LA-course design’ conceptual framework that clarifies key elements that influence teachers’ design practices and highlighting their implications for LA integration.

show abstract

Section: Teachers' Learning Analytics Perspectivesmentioning

confidence: 99%

Section: Teachers' Learning Analytics Perspectivesmentioning

confidence: 99%

Section: The Bi-directional La-course Design Conceptual Frameworkmentioning

confidence: 99%

Section: The Bi-directional La-course Design Conceptual Frameworkmentioning

confidence: 99%

See 2 more Smart Citations

‘My Point of Departure for Analytics is Extreme Skepticism’: Implications Derived from An Investigation of University Teachers’ Learning Analytics Perspectives and Design Practices

2021

View full text Add to dashboard Cite

show abstract

“…Extant research has documented the use of LA as a means to identify at‐risk students (Herodotou et al., 2019; Ifenthaler & Yau, 2020) or to foster students' engagement and discussions (Chen et al, 2018; Kim et al., 2016). While LA has demonstrated great potential in improving teaching quality and students' learning experiences, its institutional adoption is still limited (Hilliger et al., 2020; Muljana & Luo, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

From data to actions: Instructors' decision making based on learners' data in online emergency remote teaching

Usher

Hershkovitz

Forkosh‐Baruch

2021

Brit J Educational Tech

View full text Add to dashboard Cite

The outbreak of the COVID‐19 pandemic has changed education dramatically, with the sudden shift from face‐to‐face to emergency remote teaching. Online learning environments may facilitate data‐driven instructional process; yet, our understanding regarding data‐driven decisions is still limited. This quantitative study examined types of learners' data that higher education instructors have access to, are interested in, and decisions they would consider making upon exposure to, while comparing emergency remote teaching with traditional teaching. Data were collected via an online questionnaire distributed among higher education instructors during the first COVID‐19 outbreak (N = 195, affiliated with 108 different academic institutions in 35 countries). Instructors were requested to refer to a face‐to‐face course that was shifted under these emergency circumstances to online teaching. Findings indicated a broader access to learners' data while teaching the course face‐to‐face and a slightly greater interest in learners' data while teaching the course in an emergency remote teaching mode. These complimentary findings depict a situation in which instructors lack face‐to‐face cues about their students without accessing alternative sources of data. Moreover, when teaching online versus face‐to‐face, instructors showed more interest and higher intention to make decisions based on data about learners' collaborative learning and social and emotional support, which highlights instructors' interest in aspects of learning that are less visible during online teaching. What is already known about this topic Evidence regarding the vital role of the instructor in online courses. Online learning environments collect digital traces of learners. Learners' data may assist in the improvement of teaching by implementing data‐driven decision making. Evidence that the COVID‐19 pandemic revealed a major liability in preparation and training for online teaching. The understanding of instructors' perspectives regarding the process of data‐driven decisions, especially in times of ERT, is still limited. What this paper adds We highlight instructors' perceived access to, interest in, and willingness to make decisions based on learners' data. We take a within‐subject approach for determining instructors' perceptions of learners' data during ERT compared with face‐to‐face teaching. We bring evidence to instructors' lesser access to (despite learners' digital traces), and greater interest in, learners' data during ERT. We bring evidence to instructors' higher inclination towards making data‐driven decisions during ERT, due to lack of F2F evidence. We bring evidence to a strong correlation between instructors' interest in learners' data and willingness to make data‐driven decisions. Implications for practice and/or policy Instructors should be trained for socio‐emotional support for students in times of ERT. Higher education institutions should collect data on learners' socio‐emotional status in times of ERT. Policies of data collect...

show abstract

Disruptive digitale Geschäftsmodelle in der Hochschulbildung – Die Plattformökonomie als Herausforderung für Bildungsanbietende

Kraus

2021

Kompetenzen Für Die Digitale Transformation 2020

View full text Add to dashboard Cite

Utilizing learning analytics in course design: voices from instructional designers in higher education

Cited by 19 publications

References 60 publications

‘My Point of Departure for Analytics is Extreme Skepticism’: Implications Derived from An Investigation of University Teachers’ Learning Analytics Perspectives and Design Practices

‘My Point of Departure for Analytics is Extreme Skepticism’: Implications Derived from An Investigation of University Teachers’ Learning Analytics Perspectives and Design Practices

From data to actions: Instructors' decision making based on learners' data in online emergency remote teaching

Disruptive digitale Geschäftsmodelle in der Hochschulbildung – Die Plattformökonomie als Herausforderung für Bildungsanbietende

Contact Info

Product

Resources

About