TY - GEN
T1 - Unpacking Instructors' Analytics Use
T2 - 12th International Conference on Learning Analytics and Knowledge: Learning Analytics for Transition, Disruption and Social Change, LAK 2022
AU - Li, Qiujie
AU - Jung, Yeonji
AU - D'Anjou, Bernice
AU - Wise, Alyssa Friend
N1 - Publisher Copyright:
© 2022 ACM.
PY - 2022/3/21
Y1 - 2022/3/21
N2 - This study addresses the gap in knowledge about differences in how instructors use analytics to inform teaching by examining the ways that thirteen college instructors engaged with a set of university-provided analytics. Using multiple walk-through interviews with the instructors and qualitative inductive coding, two profiles of instructor analytics use were identified that were distinct from each other in terms of the goals of analytics use, how instructors made sense of and took actions upon the analytics, and the ways that ethical concerns were conceived. Specifically, one group of instructors used analytics to help students get aligned to and engaged in the course, whereas the other group used analytics to align the course to meet students' needs. Instructors in both profiles saw ethical questions as central to their learning analytics use, with instructors in one profile focusing on transparency and the other on student privacy and agency. These findings suggest the need to view analytics use as an integrated component of instructor teaching practices and envision complementary sets of technical and pedagogical support that can best facilitate the distinct activities aligned with each profile.
AB - This study addresses the gap in knowledge about differences in how instructors use analytics to inform teaching by examining the ways that thirteen college instructors engaged with a set of university-provided analytics. Using multiple walk-through interviews with the instructors and qualitative inductive coding, two profiles of instructor analytics use were identified that were distinct from each other in terms of the goals of analytics use, how instructors made sense of and took actions upon the analytics, and the ways that ethical concerns were conceived. Specifically, one group of instructors used analytics to help students get aligned to and engaged in the course, whereas the other group used analytics to align the course to meet students' needs. Instructors in both profiles saw ethical questions as central to their learning analytics use, with instructors in one profile focusing on transparency and the other on student privacy and agency. These findings suggest the need to view analytics use as an integrated component of instructor teaching practices and envision complementary sets of technical and pedagogical support that can best facilitate the distinct activities aligned with each profile.
KW - Data-informed teaching
KW - Instructional dashboards
KW - Teacher inquiry
UR - http://www.scopus.com/inward/record.url?scp=85126208474&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85126208474&partnerID=8YFLogxK
U2 - 10.1145/3506860.3506905
DO - 10.1145/3506860.3506905
M3 - Conference contribution
AN - SCOPUS:85126208474
T3 - ACM International Conference Proceeding Series
SP - 528
EP - 534
BT - LAK 2022 - Conference Proceedings
PB - Association for Computing Machinery
Y2 - 21 March 2022 through 25 March 2022
ER -