Making Sense of Learning Analytics Dashboards: A Technology Acceptance Perspective of 95 Teachers

The importance of teachers in online learning is widely acknowledged to effectively support and stimulate learners. With the increasing availability of learning analytics data, online teachers might be able to use learning analytics dashboards to facilitate learners with different learning needs. Ho...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Bart Rienties, Christothea Herodotou, Tom Olney, Mat Schencks, Avi Boroowa
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2018
Materias:	learning analytics information visualisation learning dashboards distance education Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/f92b22c5c1ed4b90b33f81862779e06a
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:f92b22c5c1ed4b90b33f81862779e06a
record_format	dspace
spelling	oai:doaj.org-article:f92b22c5c1ed4b90b33f81862779e06a2021-12-02T16:59:50ZMaking Sense of Learning Analytics Dashboards: A Technology Acceptance Perspective of 95 Teachers10.19173/irrodl.v19i5.34931492-3831https://doaj.org/article/f92b22c5c1ed4b90b33f81862779e06a2018-11-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3493https://doaj.org/toc/1492-3831The importance of teachers in online learning is widely acknowledged to effectively support and stimulate learners. With the increasing availability of learning analytics data, online teachers might be able to use learning analytics dashboards to facilitate learners with different learning needs. However, deployment of learning analytics visualisations by teachers also requires buy-in from teachers. Using the principles of technology acceptance model, in this embedded case-study, we explored teachers’ readiness for learning analytics visualisations amongst 95 experienced teaching staff at one of the largest distance learning universities by using an innovative training method called Analytics4Action Workshop. The findings indicated that participants appreciated the interactive and hands-on approach, but at the same time were skeptical about the perceived ease of use of learning analytics tools they were offered. Most teachers indicated a need for additional training and follow-up support for working with learning analytics tools. Our results highlight a need for institutions to provide effective professional development opportunities for learning analytics. Bart RientiesChristothea HerodotouTom OlneyMat SchencksAvi BoroowaAthabasca University Pressarticlelearning analyticsinformation visualisationlearning dashboardsdistance educationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 19, Iss 5 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	learning analytics information visualisation learning dashboards distance education Special aspects of education LC8-6691
spellingShingle	learning analytics information visualisation learning dashboards distance education Special aspects of education LC8-6691 Bart Rienties Christothea Herodotou Tom Olney Mat Schencks Avi Boroowa Making Sense of Learning Analytics Dashboards: A Technology Acceptance Perspective of 95 Teachers
description	The importance of teachers in online learning is widely acknowledged to effectively support and stimulate learners. With the increasing availability of learning analytics data, online teachers might be able to use learning analytics dashboards to facilitate learners with different learning needs. However, deployment of learning analytics visualisations by teachers also requires buy-in from teachers. Using the principles of technology acceptance model, in this embedded case-study, we explored teachers’ readiness for learning analytics visualisations amongst 95 experienced teaching staff at one of the largest distance learning universities by using an innovative training method called Analytics4Action Workshop. The findings indicated that participants appreciated the interactive and hands-on approach, but at the same time were skeptical about the perceived ease of use of learning analytics tools they were offered. Most teachers indicated a need for additional training and follow-up support for working with learning analytics tools. Our results highlight a need for institutions to provide effective professional development opportunities for learning analytics.
format	article
author	Bart Rienties Christothea Herodotou Tom Olney Mat Schencks Avi Boroowa
author_facet	Bart Rienties Christothea Herodotou Tom Olney Mat Schencks Avi Boroowa
author_sort	Bart Rienties
title	Making Sense of Learning Analytics Dashboards: A Technology Acceptance Perspective of 95 Teachers
title_short	Making Sense of Learning Analytics Dashboards: A Technology Acceptance Perspective of 95 Teachers
title_full	Making Sense of Learning Analytics Dashboards: A Technology Acceptance Perspective of 95 Teachers
title_fullStr	Making Sense of Learning Analytics Dashboards: A Technology Acceptance Perspective of 95 Teachers
title_full_unstemmed	Making Sense of Learning Analytics Dashboards: A Technology Acceptance Perspective of 95 Teachers
title_sort	making sense of learning analytics dashboards: a technology acceptance perspective of 95 teachers
publisher	Athabasca University Press
publishDate	2018
url	https://doaj.org/article/f92b22c5c1ed4b90b33f81862779e06a
work_keys_str_mv	AT bartrienties makingsenseoflearninganalyticsdashboardsatechnologyacceptanceperspectiveof95teachers AT christotheaherodotou makingsenseoflearninganalyticsdashboardsatechnologyacceptanceperspectiveof95teachers AT tomolney makingsenseoflearninganalyticsdashboardsatechnologyacceptanceperspectiveof95teachers AT matschencks makingsenseoflearninganalyticsdashboardsatechnologyacceptanceperspectiveof95teachers AT aviboroowa makingsenseoflearninganalyticsdashboardsatechnologyacceptanceperspectiveof95teachers
_version_	1718382306345877504

Making Sense of Learning Analytics Dashboards: A Technology Acceptance Perspective of 95 Teachers

Ejemplares similares