Instructors' Lived Experiences of Using Learning Analytics to Improve Online Course Design

Autor/in	Wood, Emily
Titel	Instructors' Lived Experiences of Using Learning Analytics to Improve Online Course Design
Quelle	(2023), (208 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-5018-8
Schlagwörter	Hochschulschrift; Dissertation; Teaching Experience; Learning Analytics; Educational Improvement; Online Courses; Instructional Design; College Faculty; Knowledge Level; Faculty Development; Guidance + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching improvement; Unterrichtsentwicklung; Online course; Online-Kurs; Lesson concept; Lessonplan; Unterrichtsentwurf; Fakultät; Wissensbasis; Beratung
Abstract	This study examined higher education instructors' lived experiences using learning analytics data to make sense of and improve their online course design. Mishra and Koehler's (2006) Technological, Pedagogical, and Content Knowledge (TPACK) served as the theoretical framework for this study, providing a lens for understanding how faculty apply professional knowledge when interpreting learning analytics and revising online courses. Eight faculty teaching online at public and private universities and community colleges within the United States participated in semi-structured interviews. The data were analyzed using Interpretative Phenomenological Analysis. Resulting themes were considered within the extant literature on faculty use of learning analytics and faculty course design experiences. The findings of this study suggest that a) faculty engage their professional knowledge to assign value and meaning to learning analytics; b) faculty have a complex and multidimensional relationship with learning analytics data; c) guidance and transparency promote faculty confidence in interpreting and using learning analytics; and d) faculty synthesize learning analytics and other evidence to make course design revisions iteratively. This study contributes insights into how faculty relate learning analytics data to their unique online course design, what learning analytics they find most meaningful, and what design changes they consider based on learning analytics data. It holds implications for campus academic leaders, instructional designers, institutional researchers, and educational technology developers to better support faculty in using learning analytics to improve online courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01