Adopting Learning Analytics to Inform Postgraduate Curriculum Design - Re-imagining Diffusion and Adoption of Information Technology and Systems: A Continuing Conversation Access content directly
Conference Papers Year : 2020

Adopting Learning Analytics to Inform Postgraduate Curriculum Design

Abstract

Understanding students’ sentiment is valuable to understanding the changes that could or should be made in curriculum design at third level. Learning analytics has shown potential for improving student learning experiences and supporting teacher inquiry. Yet, there is limited research that reports on the adoption and actual use of learning analytics to support teacher inquiry. This study captures sentiment of postgraduate students by integrating learning analytics with the steps of teacher inquiry. This study makes two important contributions to teaching and learning literature. First, it reports on the use of learning analytics to support teacher inquiry over three iterations of a business analytics programme between 2016 and 2019. Second, evidence-based recommendations on how to optimise learning analytics to support teacher inquiry are provided.
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hal-03701770 , version 1 (22-06-2022)

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Denis Dennehy, Kieran Conboy, Jaganath Babu, Johannes Schneider, Joshua Handali, et al.. Adopting Learning Analytics to Inform Postgraduate Curriculum Design. International Working Conference on Transfer and Diffusion of IT (TDIT), Dec 2020, Tiruchirappalli, India. pp.218-230, ⟨10.1007/978-3-030-64849-7_20⟩. ⟨hal-03701770⟩
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