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

Autor/inn/en	Rienties, Bart; Herodotou, Christothea; Olney, Tom; Schencks, Mat; Boroowa, Avi
Titel	Making Sense of Learning Analytics Dashboards: A Technology Acceptance Perspective of 95 Teachers
Quelle	In: International Review of Research in Open and Distributed Learning, 19 (2018) 5, S.186-202 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Teacher Attitudes; Technology Integration; Online Courses; Data Analysis; Educational Needs; Teaching Methods; Case Studies; Distance Education; College Faculty; Visualization; Experienced Teachers; Workshops; Faculty Development; Academic Achievement; Information Technology; Open Universities; Foreign Countries; Europe + Suchen Sie Ihr Suchwort? Lehrerverhalten; Online course; Online-Kurs; Auswertung; Educational need; Bildungsbedarf; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Distance study; Distance learning; Fernunterricht; Fakultät; Visualisation; Visualisierung; Lernwerkstatt; Schulung; Schulleistung; Informationstechnologie; Offene Universität; Ausland; Europa
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 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. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01