“We’re Seeking Relevance”: Qualitative Perspectives on the Impact of Learning Analytics on Teaching and Learning

Farrell, Tracie; Mikroyannidis, Alexander and Alani, Harith (2017). “We’re Seeking Relevance”: Qualitative Perspectives on the Impact of Learning Analytics on Teaching and Learning. In: EC-TEL 2017: Data Driven Approaches in Digital Education (Lavoué, Élise; Drachsler, Hendrik; Verbert, Katrien; Broisin, Julien and Pérez-Sanagustín, Mar eds.), 10474 pp. 397–402.

DOI: https://doi.org/10.1007/978-3-319-66610-5_33

Abstract

Whilst a significant body of learning analytics research tends to focus on impact from the perspective of usability or improved learning outcomes, this paper proposes an approach based on Affordance Theory to describe awareness and intention as a bridge between usability and impact. 10 educators at 3 European institutions participated in detailed interviews on the affordances they perceive in using learning analytics to support practice in education. Evidence illuminates connections between an educator’s epistemic beliefs about learning and the purpose of education, their perception of threats or resources in delivering a successful learning experience, and the types of data they would consider as evidence in recognising or regulating learning. This evidence can support the learning analytics community in considering the proximity to the student, the role of the educator, and their personal belief structure in developing robust analytics tools that educators may be more likely to use.

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