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'My Point of Departure for Analytics Is Extreme Skepticism': Implications Derived from an Investigation of University Teachers' Learning Analytics Perspectives and Design Practices

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Kaliisa, Rogers; Mørch, Anders I.; Kluge, Anders – Technology, Knowledge and Learning, 2022

The literature until 2020 has forecasted a significant uptake of learning analytics (LA) to support learning design in higher education. However, there remain only a few investigations into teachers' course design practices and their perspectives on LA as a tool to support their design practices. This paper presents findings from an examination of…

Descriptors: Learning Analytics, College Faculty, Teacher Attitudes, Instructional Design

CADA: A Teacher-Facing Learning Analytics Dashboard to Foster Teachers' Awareness of Students' Participation and Discourse Patterns in Online Discussions

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Kaliisa, Rogers; Dolonen, Jan Arild – Technology, Knowledge and Learning, 2023

Despite the potential of learning analytics (LA) to support teachers' everyday practice, its adoption has not been fully embraced due to the limited involvement of teachers as co-designers of LA systems and interventions. This is the focus of the study described in this paper. Following a design-based research (DBR) approach and guided by concepts…

Descriptors: College Faculty, Student Participation, Discourse Analysis, Behavior Patterns