Clear role assignment, training resources, and advisory support facilitated CA-supported continuous improvement and reduced faculty workload perceptions¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2026 · checked against its sources 2026-10-08 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Clearly assigned roles and availability of training resources facilitated implementation of the CA-supported improvement process, enabling efficient evidence collection, fostering ownership, and reducing perceived workload. → Mónica Hernández-Campos 2026

Evidence¶

Mónica Hernández-Campos 2026¶

Mónica Hernández-Campos, Isabel Hilliger and Francisco José García-Peñalvo. (2026). Assessing 21st Century Competencies: A Two-Case Study on Curriculum Analytics to Inform Continuous Improvement in Higher Education. Journal of Learning Analytics 13(1). https://doi.org/10.18608/jla.2026.9131

q2 · i? · qualitative · r3

Cross-case qualitative finding (RQ1-3) from documents, interviews, and walkthroughs, with n = 12 extracts (23%) at U1 and n = 40 (77%) at U2. Support from academic advisory units helped "overcoming initial resistance to using the LMS for LO assessment."

"Faculty highlighted that the clear assignment of roles and the availability of training resources facilitated the effective implementation of the continuous improvement process supported by the CA tool."

Discussion¶

Related Claims¶

• CA data visualization positioned LO attainment data as the central axis of curriculum decision-making in both institutions — related
• CA tool-based assessment and visualization of learning outcomes enables targeted feedback and evidence-based adjustment of pedagogical practices in higher education — related
• Organizational empowerment through clear role positioning and multidisciplinary support enables sustained training transfer — related
• Active participation and commitment of teaching staff were essential for successful CA-supported LO assessment, fostered by clear actionable data and institutional support — related
• Integrating governance criteria and regulatory frameworks into CA-supported LO assessment enhanced decision-making effectiveness — related
• Officials report the new framework's transparency and annual dashboards reduced surprise and stress and enabled focus on continuous improvement — related
• Small school contexts may both enable and constrain professional communities: collegiality rises but heavy workloads make collective instructional focus difficult — related
• Professional learning on emerging technologies is widely available but misaligned with faculty workload, time, and incentives — reports the opposite
• Teachers used student perception data to shift lesson design, modify norms, and target personalized intervention, but heavy workload inhibited data integration — related
• Participants reported that AdaPT reduced perceived preparation workload and aligned with their natural lesson adaptation workflows — related
• High-integrity CoBi implementation requires significant teacher professional learning, and teachers adapt the system in diverse ways — related
• AI integration shifted staff roles from direct instruction to facilitation and increased workload — reports the opposite
• Teachers would engage in analytics-informed inquiry if they saw direct benefits for student outcomes and the process were a regular part of their work — related
• Substitute teachers enable school improvement efforts by freeing other teachers' time for professional learning, administrative duties, and personal matters — related
• Lack of time and heavy workload are organizational barriers to team-based professional development in higher education — related