Barriers, enablers, and motivations for staff adoption of learning analytics: Insights for professional learning opportunities from an Australian university

Jones, Hazel (2019) Barriers, enablers, and motivations for staff adoption of learning analytics: Insights for professional learning opportunities from an Australian university. In: 36th International Conference on Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education (ASCILITE 2019), 2 Dec - 5 Dec 2019, Singapore.

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Abstract

Understanding the capabilities and motivations of academics towards adopting and using Learning Analytics (LA) to support their development of technology-enhanced learning is an important first step in designing an effective and flexible adoption plan. Situated in a regional university, this paper reports on the initial data-gathering stage of an on-going study aimed at designing and trialing an adoption plan to support individual staff to engage deeply with LA to inform and enhance their teaching practice and their students’ experiences. This paper analyses a staff survey (N=74) and transcripts from 28 semi-structured interviews conducted over 22 months with eight academics. Survey respondents reported low levels of knowledge about, and use of, LA, as well as a lack of confidence in accessing, interpreting, and acting on, data. Inductive and deductive thematic analyses of interview transcripts support these findings. Analysis further identified three main themes of indicators of successful LA adoption: effective learning design and enhanced teaching practice; improved student experience; and academic recognition. Based on these results, this paper proposes elements that can be included in a suite of professional learning opportunities that will enable academic developers and institutions to support individual staff to successfully adopt of LA.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: Historic - Academic Division - Office for the Advancement of Learning and Teaching (1 Jan 2018 - 13 Apr 2021)
Faculty/School / Institute/Centre: Historic - Academic Division - Office for the Advancement of Learning and Teaching (1 Jan 2018 - 13 Apr 2021)
Date Deposited: 12 Jun 2022 23:49
Last Modified: 24 Jun 2022 02:39
Uncontrolled Keywords: Learning analytics adoption, teaching practice, professional learning, learning design
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
13 Education > 1301 Education Systems > 130103 Higher Education
Fields of Research (2020): 39 EDUCATION > 3904 Specialist studies in education > 390405 Educational technology and computing
39 EDUCATION > 3904 Specialist studies in education > 390408 Learning analytics
39 EDUCATION > 3903 Education systems > 390303 Higher education
URI: http://eprints.usq.edu.au/id/eprint/48931

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