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Technological barriers and incentives to learning analytics adoption in higher education: insights from users

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Abstract

Learning analytics (LA) tools promise to improve student learning and retention. However, adoption and use of LA tools in higher education is often uneven. In this case study, part of a larger exploratory research project, we interviewed and observed 32 faculty and advisors at a public research university to understand the technological incentives and barriers related to LA tool adoption and use. Findings indicate that lack of a trustworthy technological infrastructure, misalignment between LA tool capabilities and user needs, and the existence of ethical concerns about the data, visualizations, and algorithms that underlie LA tools created barriers to adoption. Improving tool integration, clarity, and accuracy, soliciting the technological needs and perspectives of LA tool users, and providing data context may encourage inclusion of these tools into teaching and advising practice.

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Acknowledgements

This research was supported in part by a grant from the National Science Foundation under Grant IIS-1447489.

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Authors and Affiliations

  1. Higher Education Program, George Mason University, 4400 University Drive, MSN 1B3, Fairfax, VA, 22030, USA

    Carrie Klein & Jaime Lester

  2. Computer Science, George Mason University, Fairfax, VA, USA

    Huzefa Rangwala

  3. Informational Sciences and Technology, George Mason University, Fairfax, VA, USA

    Aditya Johri

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  1. Carrie Klein
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  2. Jaime Lester
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  3. Huzefa Rangwala
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  4. Aditya Johri
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Correspondence to Carrie Klein.

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Klein, C., Lester, J., Rangwala, H. et al. Technological barriers and incentives to learning analytics adoption in higher education: insights from users. J Comput High Educ 31, 604–625 (2019). https://doi.org/10.1007/s12528-019-09210-5

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