Curriculum analytics adoption in higher education: A multiple case study engaging stakeholders in different phases of design

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dc.catalogadorjca
dc.contributor.authorHilliger, Isabel
dc.contributor.authorMiranda Mendoza, Constanza
dc.contributor.authorCelis, Sergio
dc.contributor.authorPérez‐Sanagustín, Mar
dc.date.accessioned2023-08-28T20:15:24Z
dc.date.available2023-08-28T20:15:24Z
dc.date.issued2023
dc.description.abstractSeveral studies have indicated that stakeholder engagement could ensure the successful adoption of learning analytics (LA). Considering that researchers and tech developers may not be aware of how LA tools can derive meaningful and actionable information for everyday use, these studies suggest that participatory approaches based on human-centred design can provide stakeholders with the opportunity to influence decision-making during tool development. So far, there is a growing consensus about the importance of identifying stakeholders' needs and expectations in early stages, so researchers and developers can design systems that resonate with their users. However, human-centred LA is a growing sub-field, so further empirical work is needed to understand how stakeholders can contribute effectively to the design process and the adoption strategy of analytical tools. To illustrate mechanisms to engage various stakeholders throughout different phases of a design process, this paper presents a multiple case study conducted in different Latin American universities. A series of studies inform the development of an analytical tool to support continuous curriculum improvement, aiming to improve student learning and programme quality. Yet, these studies differ in scope and design stage, so they use different mechanisms to engage students, course instructors and institutional administrators. By cross analysing the findings of these three cases, three conclusions emerged for each design phase of a CA tool, presenting mechanisms to ensure stakeholder adoption after tool development. Further implications of this multiple case study are discussed from a theoretical and methodological perspective.
dc.fechaingreso.objetodigital2023-08-28
dc.fuente.origenORCID
dc.identifier.doi10.1111/bjet.13374
dc.identifier.urihttps://doi.org/10.1111/bjet.13374
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/74524
dc.information.autorucEscuela de Diseño; Miranda Mendoza, Constanza Sofia; 0000-0002-9110-2832; 17168
dc.information.autorucEscuela de Ingeniería; Hilliger, Isabel; 0000-0001-5270-7655; 141681
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final17
dc.pagina.inicio1
dc.revistaBritish Journal of Educational Technology
dc.rightsacceso restringido
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleCurriculum analytics adoption in higher education: A multiple case study engaging stakeholders in different phases of design
dc.typeartículo
sipa.codpersvinculados17168
sipa.codpersvinculados141681
sipa.trazabilidadORCID;2023-08-28
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