How do professional learners engage with learning analytics dashboards?

Alcock, Sarah; Aristeidou, Maria; Rienties, Bart and Kouadri Mostéfaoui, Soraya (2023). How do professional learners engage with learning analytics dashboards? In: Companion Proceedings of the 13th International Learning Analytics and Knowledge Conference (LAK’23), ACM, New York, New York pp. 86–88.

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Abstract

Learning Analytics Dashboards (LAD) research is mainly carried out in schools and higher education, whilst professional learning has often been overlooked. To address this gap, this fine-grained longitudinal study of 12 professionals over a period of five months has taken exploratory steps into the context of professional accountancy learning. It investigates perceptions and use of a static assessment LAD which incorporates data visualization and personalized written feedback, aiming to purposefully affect learning. Overall, findings demonstrate learners took a positive view of and subsequently actively used the LAD, choosing elements directly related to their needs to inform next revision steps. Learning insights which both provide an understanding of past performance and also specifically recommend how the professional learners might improve performance had the highest frequency of use. The implication for the LAD design community is LAD should include context and learner specific elements, providing personalized next step guidance.

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