Teaching staff trusted HEIs' competence to adopt LA based on existing e-learning infrastructure and data-analysis expertise¶
Claim · All claims
Evidence · 1 study · qualitativer3·q1
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person · recheck by 2028: baselines and conditions change
Subclaims¶
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q1 i? Interview participants from large HEIs trusted their institutions' competence to adopt LA because of strong e-learning infrastructure and staff expertise in data analysis. → Asma Shannan Alzahrani 2023
Evidence¶
Asma Shannan Alzahrani 2023¶
Asma Shannan Alzahrani, Yi-Shan Tsai, Naif Aljohani, Emma Whitelock-wainwright, Dragan Gasevic. (2023). Do teaching staff trust stakeholders and tools in learning analytics? A mixed methods study. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10229-w
q1 · i? · qualitative · r3
Thematic analysis of 24 semi-structured interviews with teaching staff at three Saudi HEIs. Participants attributed trust in HEI competence to existing e-learning infrastructure and specialised data-analysis capacity, e.g., statistics departments able to "perform the task of analysing data".
"Four participants from large HEIs shared their perspectives related to the issue of trust in stakeholders to adopt LA based on current competence and expertise in e-learning systems; they believed that their HEIs had a strong e-learning infrastructure that would allow them to adopt LA effectively."
Discussion¶
Related Claims¶
- Teaching staff showed high trust in HEIs' provision of access to student progress data, with no significant ideal–predicted expectation gap — related
- Teaching staff distrusted LA tools' data accuracy and prediction precision despite trusting their usefulness — related
- LA deployments at higher education institutions report positive results, with some interventions reporting improvements of up to 20% — a broader claim this one bears on
- The largest trust gap toward HEIs concerned updating students about their learning progress — related
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