University of Oulu

Sjöblom, Amanda, Silvola, Anni, Lallimo, Jiri (2021) How deployment processes affect the adoption of learning analytics in higher education institutions : improving potential for impact with better deployment practices. In: Olga Viberg, Richard Glassey, Daniel Spikol, Olle Balter, (eds.) CEUR workshop proceedings, vol. 2985, article 6; 2021 Nordic Learning Analytics (Summer) Institute, NLASI 2021, August 23, 2021, Stockholm, Sweden. http://ceur-ws.org/Vol-2985/paper6.pdf

How deployment processes affect the adoption of learning analytics in higher education institutions : improving potential for impact with better deployment practices

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Author: Sjöblom, Amanda1; Silvola, Anni2; Lallimo, Jiri1
Organizations: 1Aalto University, 02150 Espoo, Finland
2University of Oulu, 90570 Oulu, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.2 MB)
Persistent link: http://urn.fi/urn:nbn:fi-fe2022020918272
Language: English
Published: RWTH Aachen University, 2021
Publish Date: 2022-02-09
Description:

Abstract

As the development and implementation of new learning analytics and other digital tools in higher education appear to be on a continual rise, we examined the attitudes toward new tools, and particularly what affects the adoption and experienced usefulness of new tools. An increasing amount of knowledge has been accumulated on aspects of learning analytics solutions that affect impact and user experiences, but the effects of the processes surrounding the deployment of new solutions appear less clear. We aimed to discover what factors higher education staff find useful when required to take a new tool into use, and what factors can hinder the learning and use of new learning analytics tools. Results indicated that deployments often fail to account for user-characteristics, and that deployment processes should be more tailored, accounting for users’ skills, roles, and tasks. HE staff indicated that new LA tools often lack adequate support, communication, instructions, and considerations of user needs, and are not able to communicate clear use-cases and expected value. These identified shortcomings provide good lessons for future learning analytics deployment projects, urging developers of analytics tools to invest time and effort into smooth deployment and support, so that the tools can have an impact in higher education institutions. Improvement at a relatively easy-to-deliver -level, such as good tailoring of instructions and communication of practical value, could improve the acceptance and use of learning analytics, and thus also impact on the intended learning or teaching targets of the learning analytics solution.

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Series: CEUR workshop proceedings
ISSN: 1613-0073
ISSN-E: 1613-0073
ISSN-L: 1613-0073
Issue: 2985
Pages: 1 - 13
Article number: 6
Host publication: 2021 Nordic Learning Analytics (Summer) Institute, NLASI 2021, August 23, 2021, Stockholm, Sweden
Host publication editor: Viberg, Olga
Glassey, Richard
Spikol, Daniel
Bälter, Olle
Conference: Nordic Learning Analytics (Summer) Institut
Type of Publication: A4 Article in conference proceedings
Field of Science: 516 Educational sciences
Subjects:
Funding: This work was funded by the Finnish Ministry of Education and Culture, [grant number OKM/272/523/2017].
Copyright information: © 2020 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
  https://creativecommons.org/licenses/by/4.0/