Do Teaching Staff Trust Stakeholders and Tools in Learning Analytics? A Mixed Methods Study

Autor/inn/en	Alzahrani, Asma Shannan; Tsai, Yi-Shan; Aljohani, Naif; Whitelock-wainwright, Emma; Gasevic, Dragan
Titel	Do Teaching Staff Trust Stakeholders and Tools in Learning Analytics? A Mixed Methods Study
Quelle	In: Educational Technology Research and Development, 71 (2023) 4, S.1471-1501 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alzahrani, Asma Shannan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-023-10229-w
Schlagwörter	Teacher Attitudes; Trust (Psychology); Learning Analytics; Higher Education; College Faculty; Technology Uses in Education; Data Use; Information Systems; Privacy; Vendors; Governance; Ethics; Accuracy; Strategic Planning; Guidelines; Policy Formation; Informed Consent + Suchen Sie Ihr Suchwort? Lehrerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Privatsphäre; Vendor; Anbieter; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Ethik; Strategy; Planning; Strategie; Planung; Richtlinien; Politische Betätigung
Abstract	Learning analytics (LA) has gained increasing attention for its potential to improve different educational aspects (e.g., students' performance and teaching practice). The existing literature identified some factors that are associated with the adoption of LA in higher education, such as stakeholder engagement and transparency in data use. The broad literature on information systems also emphasizes the importance of trust as a critical predictor of technology adoption. However, the extent to which trust plays a role in the adoption of LA in higher education has not been examined in detail in previous research. To fill this literature gap, we conducted a mixed method (survey and interviews) study aimed to explore how much teaching staff trust LA stakeholders (e.g., higher education institutions or third-parties) and LA technology, as well as the trust factors that could hinder or enable adoption of LA. The findings show that the teaching staff had a high level of trust in the competence of higher education institutions and the usefulness of LA; however, the teaching staff had a low level of trust in third parties that are involved in LA (e.g., external technology vendors) in terms of handling privacy and ethics-related issues. They also had a low level of trust in data accuracy due to issues such as outdated data and lack of data governance. The findings have strategic implications for institutional leaders and third parties in the adoption of LA by providing recommendations to increase trust, such as, improving data accuracy, developing policies for data sharing and ownership, enhancing the consent-seeking process, and establishing data governance guidelines. Therefore, this study contributes to the literature on the adoption of LA in HEIs by integrating trust factors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01