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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Instructors' Lived Experiences of Using Learning Analytics to Improve Online Course Design./
Author:	Wood, Emily.
Description:	1 online resource (208 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-09, Section: A.
Contained By:	Dissertations Abstracts International84-09A.
Subject:	Instructional design. -
Online resource:	click for full text (PQDT)
ISBN:	9798377650188

Instructors' Lived Experiences of Using Learning Analytics to Improve Online Course Design.
Wood, Emily.

Instructors' Lived Experiences of Using Learning Analytics to Improve Online Course Design. - 1 online resource (208 pages)

Source: Dissertations Abstracts International, Volume: 84-09, Section: A.

Thesis (Ed.D.)--Northeastern University, 2023.

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798377650188Subjects--Topical Terms:

1148462
Instructional design.
Subjects--Index Terms:

College facultyIndex Terms--Genre/Form:

554714
Electronic books.

Instructors' Lived Experiences of Using Learning Analytics to Improve Online Course Design.
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520 $a 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.
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