Utilizing learning analytics in course design: voices from instructional designers in higher education

Studies in learning analytics (LA) have garnered positive findings on learning improvement and advantages for informing course design. However, little is known about instructional designers’ perception and their current state of LA-related adoption. This qualitative study explores the perception of...

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Bibliographic Details
Published in:Journal of computing in higher education 2021-04, Vol.33 (1), p.206-234
Main Authors: Muljana, Pauline Salim, Luo, Tian
Format: Article
Language:English
Subjects:
Adoption (Ideas)
Attitudes
Design analysis
Designers
Education
Educational Technology
Higher Education
Instructional Design
Learning
Learning Analytics
Learning and Instruction
Perception
Qualitative research
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Summary:Studies in learning analytics (LA) have garnered positive findings on learning improvement and advantages for informing course design. However, little is known about instructional designers’ perception and their current state of LA-related adoption. This qualitative study explores the perception of instructional designers in higher education regarding factors influencing their intent and actual practice of LA approach in course design practice, based on analysis of multiple strategies such as focus group, individual, and email interviews. Most instructional designers admitted LA had great potential, but adoption was limited. Their perception, intention, and the current state of adoption are affected by individual differences, system characteristics, social influence, and facilitating conditions. Findings have imperative implications for promoting effective implementation of LA approach in higher education.
ISSN:1042-1726
1867-1233
DOI:10.1007/s12528-020-09262-y