abstract

Public Access

Examining Instructor Use of Learning Analytics

Authors:

Suzanne L. Dazo,

Nicholas R. Stepanek,

Aarjav Chauhan,

Brian DornAuthors Info & Claims

CHI EA '17: Proceedings of the 2017 CHI Conference Extended Abstracts on Human Factors in Computing Systems

Pages 2504 - 2510

https://doi.org/10.1145/3027063.3053256

Published: 06 May 2017 Publication History

Abstract

This study takes an instructor-centric approach to Learning Analytic (LA) research by analyzing instructor use of the LA within an educational streaming video platform called TrACE. The goal of this study is to understand how instructors naturally interact with analytic dashboards through an empirical analysis. To accomplish this, data of 14 instructors from three institutions that used TrACE from Spring 2015 to Spring 2016 was collected. Data was analyzed to identify frequency of analytic visits, duration of analytic use, differences in analytic use, and differences in use between semesters. Instructors demonstrated preferences for some analytics over others, but the majority of teachers generate short sessions that may not allow for in-depth exploration in analytics. Finally, instructor activity is not always consistent between semesters. Focus groups were conducted to explore motivations behind these findings and future work includes developing LA that address discovered issues.

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Cited By

Li QJung YWise A(2025)How instructors use learning analytics: the pivotal role of pedagogyJournal of Computing in Higher Education10.1007/s12528-025-09432-wOnline publication date: 7-Feb-2025
https://doi.org/10.1007/s12528-025-09432-w
Qazi APachler N(2024)Conceptualising a data analytics framework to support targeted teacher professional developmentProfessional Development in Education10.1080/19415257.2024.2422066(1-24)Online publication date: 5-Nov-2024
https://doi.org/10.1080/19415257.2024.2422066
Dhamija ADhamija DHöl D(2023)Integrated Model for Asynchronous Learning and Predictive Analytics for Enhanced Learner ExperienceEmergent Practices of Learning Analytics in K-12 Classrooms10.4018/979-8-3693-0066-4.ch003(26-56)Online publication date: 29-Dec-2023
https://doi.org/10.4018/979-8-3693-0066-4.ch003
Show More Cited By

Index Terms

Examining Instructor Use of Learning Analytics
1. Human-centered computing
  1. Human computer interaction (HCI)

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Information & Contributors

Information

Published In

cover image ACM Conferences

CHI EA '17: Proceedings of the 2017 CHI Conference Extended Abstracts on Human Factors in Computing Systems

May 2017

3954 pages

ISBN:9781450346566

DOI:10.1145/3027063

General Chairs:
Gloria Mark
University of California Irvine
,
Susan Fussell
Cornell University
,
Program Chairs:
Cliff Lampe
University of Michigan
,
m.c. schraefel
University of Southampton
,
Juan Pablo Hourcade
University of Iowa
,
Caroline Appert
Université Paris-Sud
,
Daniel Wigdor
University of Toronto

Copyright © 2017 Owner/Author.

Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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SIGCHI: ACM Special Interest Group on Computer-Human Interaction

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 06 May 2017

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Funding Sources

National Science Foundation

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CHI '17

Sponsor:

SIGCHI

CHI '17: CHI Conference on Human Factors in Computing Systems

May 6 - 11, 2017

Colorado, Denver, USA

Acceptance Rates

CHI EA '17 Paper Acceptance Rate 1,000 of 5,000 submissions, 20%;

Overall Acceptance Rate 6,164 of 23,696 submissions, 26%

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CHI 2025

Sponsor:
sigchi

ACM CHI Conference on Human Factors in Computing Systems

April 26 - May 1, 2025

Yokohama , Japan

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Cited By

Li QJung YWise A(2025)How instructors use learning analytics: the pivotal role of pedagogyJournal of Computing in Higher Education10.1007/s12528-025-09432-wOnline publication date: 7-Feb-2025
https://doi.org/10.1007/s12528-025-09432-w
Qazi APachler N(2024)Conceptualising a data analytics framework to support targeted teacher professional developmentProfessional Development in Education10.1080/19415257.2024.2422066(1-24)Online publication date: 5-Nov-2024
https://doi.org/10.1080/19415257.2024.2422066
Dhamija ADhamija DHöl D(2023)Integrated Model for Asynchronous Learning and Predictive Analytics for Enhanced Learner ExperienceEmergent Practices of Learning Analytics in K-12 Classrooms10.4018/979-8-3693-0066-4.ch003(26-56)Online publication date: 29-Dec-2023
https://doi.org/10.4018/979-8-3693-0066-4.ch003
Kasepalu RChejara PPrieto LLey T(2023)Studying teacher withitness in the wild: comparing a mirroring and an alerting & guiding dashboard for collaborative learningInternational Journal of Computer-Supported Collaborative Learning10.1007/s11412-023-09414-z18:4(575-606)Online publication date: 28-Dec-2023
https://doi.org/10.1007/s11412-023-09414-z
Kasepalu RPrieto LLey TChejara P(2022)Teacher Artificial Intelligence-Supported Pedagogical Actions in Collaborative Learning Coregulation: A Wizard-of-Oz StudyFrontiers in Education10.3389/feduc.2022.7361947Online publication date: 17-Feb-2022
https://doi.org/10.3389/feduc.2022.736194
Li QJung Yd'Anjou BWise AWise AMartinez-Maldonado RHilliger I(2022)Unpacking Instructors’ Analytics Use: Two Distinct Profiles for Informing TeachingLAK22: 12th International Learning Analytics and Knowledge Conference10.1145/3506860.3506905(528-534)Online publication date: 21-Mar-2022
https://dl.acm.org/doi/10.1145/3506860.3506905
Kaliisa RDolonen J(2022)CADA: a teacher-facing learning analytics dashboard to foster teachers’ awareness of students’ participation and discourse patterns in online discussionsTechnology, Knowledge and Learning10.1007/s10758-022-09598-728:3(937-958)Online publication date: 5-Apr-2022
https://doi.org/10.1007/s10758-022-09598-7
Zhu MSari ALee M(2022)Trends and Issues in MOOC Learning Analytics Empirical Research: A Systematic Literature Review (2011–2021)Education and Information Technologies10.1007/s10639-022-11031-627:7(10135-10160)Online publication date: 1-Aug-2022
https://dl.acm.org/doi/10.1007/s10639-022-11031-6
Li QJung YFriend Wise AScheffel MDowell NJoksimovic SSiemens G(2021)Beyond First Encounters with Analytics: Questions, Techniques and Challenges in Instructors’ SensemakingLAK21: 11th International Learning Analytics and Knowledge Conference10.1145/3448139.3448172(344-353)Online publication date: 12-Apr-2021
https://dl.acm.org/doi/10.1145/3448139.3448172
Gray GSchalk ARooney PLang CScheffel MDowell NJoksimovic SSiemens G(2021)A Stakeholder Informed Professional Development Framework to Support Engagement with Learning AnalyticsLAK21: 11th International Learning Analytics and Knowledge Conference10.1145/3448139.3448162(237-247)Online publication date: 12-Apr-2021
https://dl.acm.org/doi/10.1145/3448139.3448162
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