Idioma:

Numbers Are Not Enough. Why e-Learning Analytics Failed to Inform an Institutional Strategic Plan

Macfadyen, Leah P ; Dawson, Shane

Educational technology & society, 2012-07, Vol.15 (3), p.149-163 [Periódico revisado por pares]

Palmerston North: International Forum of Educational Technology & Society

Texto completo disponível

Citações Citado por

Enviar para

Título:
Numbers Are Not Enough. Why e-Learning Analytics Failed to Inform an Institutional Strategic Plan
Autor: Macfadyen, Leah P ; Dawson, Shane
Assuntos: Academic learning ; Analytics ; Canada ; Case Studies ; Change management ; College Administration ; Colleges & universities ; Computer Managed Instruction ; Computer System Design ; Computer Uses in Education ; Cultural change ; Data ; Data Analysis ; Decision analysis ; Decision Making ; Distance learning ; Educational Change ; Educational Innovation ; Educational planning ; Educational Quality ; Educational technology ; Electronic Learning ; Foreign Countries ; Higher education ; Influence of Technology ; Information Retrieval ; Information technology ; Innovations ; Integrated Learning Systems ; Learner Engagement ; Learning ; Learning Analytics ; Learning management systems ; Management of change ; Mathematical analysis ; Methods ; Online Courses ; Online education ; Online instruction ; Organizational Change ; Organizational Culture ; Organizational Theories ; Outcomes of Education ; Participant Observation ; Program Evaluation ; Research Universities ; Resistance to Change ; Resource Allocation ; Resource management ; Scientific visualization ; Special Issue Articles ; Strategic management ; Strategic Planning ; Technological innovation ; Universities ; Use Studies ; Visualization (Computers) ; Web analytics
É parte de: Educational technology & society, 2012-07, Vol.15 (3), p.149-163
Descrição: Learning analytics offers higher education valuable insights that can inform strategic decision-making regarding resource allocation for educational excellence. Research demonstrates that learning management systems (LMSs) can increase student sense of community, support learning communities and enhance student engagement and success, and LMSs have therefore become core enterprise component in many universities. We were invited to undertake a current state analysis of enterprise LMS use in a large research-intensive university, to provide data to inform and guide an LMS review and strategic planning process. Using a new e-learning analytics platform, combined with data visualization and participant observation, we prepared a detailed snapshot of current LMS use patterns and trends and their relationship to student learning outcomes. This paper presents selected data from this “current state analysis” and comments on what it reveals about the comparative effectiveness of this institution's LMS integration in the service of learning and teaching. More critically, it discusses the reality that the institutional planning process was nonetheless dominated by technical concerns, and made little use of the intelligence revealed by the analytics process. To explain this phenomenon we consider theories of change management and resistance to innovation, and argue that to have meaningful impact, learning analytics proponents must also delve into the socio-technical sphere to ensure that learning analytics data are presented to those involved in strategic institutional planning in ways that have the power to motivate organizational adoption and cultural change.
Editor: Palmerston North: International Forum of Educational Technology & Society
Idioma: Inglês

Links

View record in ERIC

Voltar para lista de resultados

Anterior Resultado 8 Avançar Ir para próxima página

Realização: Logos de Redes Sociais:

Numbers Are Not Enough. Why e-Learning Analytics Failed to Inform an Institutional Strategic Plan

Macfadyen, Leah P ; Dawson, Shane

Palmerston North: International Forum of Educational Technology & Society

Buscando em bases de dados remotas. Favor aguardar.