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Making sense of learning analytics dashboards: a technology acceptance perspective of 95 teachers

Rienties, Bart; Herodotou, Christothea; Olney, Tom; Schencks, Mat and Boroowa, Avinash (2018). Making sense of learning analytics dashboards: a technology acceptance perspective of 95 teachers. International Review of Research in Open and Distance Learning (In Press).

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Abstract

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 sceptical 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.

Item Type: Journal Item
ISSN: 1492-3831
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Faculty of Science, Technology, Engineering and Mathematics (STEM)
Learning and Teaching Innovation (LTI) > Technology Enhanced Learning (TEL)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 56001
Depositing User: Bart Rienties
Date Deposited: 01 Aug 2018 13:33
Last Modified: 13 Sep 2018 10:20
URI: http://oro.open.ac.uk/id/eprint/56001
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