Institutions adopting LA were particularly wrestling with social issues rather than technical ones¶
Claim · All claims
Evidence · 1 study · qualitativer3·q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Interview data revealed that institutions were particularly wrestling with social issues rather than technical ones in LA adoption. → Tsai 2020
Evidence¶
Tsai 2020¶
Tsai, Yi-Shan, et al. (2020). Learning Analytics in European Higher Education – Trends and Barriers. Computers & Education. https://doi.org/10.1016/j.compedu.2020.103933
q2 · i? · qualitative · r3
Interview data show "the institutions were particularly wrestling with social issues rather than technical", highlighting the social nature of LA adoption challenges.
"Overall, the interview data revealed that the institutions were particularly wrestling with social issues rather than technical."
Discussion¶
Related Claims¶
- Institutions adopting LA for institutional performance tend to target pre-identified problems, while teaching-and-learning-motivated adoption seeks to understand how students learn — related
- Resources, ethics and privacy, buy-in, and capabilities are the most commonly identified barriers to LA adoption — a broader claim this one bears on
- Teaching staff distrusted LA tools' data accuracy and prediction precision despite trusting their usefulness — related
- Institutions adopting LA reported success primarily as gaining experience, knowledge, and improved attitudes rather than measurable learning outcomes — related
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