Institutions adopting LA reported success primarily as gaining experience, knowledge, and improved attitudes rather than measurable learning outcomes¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Interview participants had reservations about LA success due to early adoption phase, with most success associated with improvement in experience, knowledge, and attitudes. → 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 "several institutions indicated that ‘gaining experience’ was a positive outcome as it allows institutions to “take things potentially to the next level” (U39, UK)."

"several institutions indicated that ‘gaining experience’ was a positive outcome as it allows institutions to “take things potentially to the next level” (U39, UK)."

Discussion¶

Related Claims¶

• Most surveyed institutions had less than three years of LA adoption experience, and adoption scope grows with experience — related
• European HE institutions perceive LA primarily as a tool to enhance teaching and institutional management, with teaching and support staff as main users — related
• Institutions adopting LA were particularly wrestling with social issues rather than technical ones — related
• Early self- and task-related concerns are maintained alongside later impact concerns as adoption of complex technologies advances, modifying the sequential CBAM conception — related