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Adaptation and evaluation of a learning analytics dashboard to improve academic support at three Latin American universities.

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Title: Adaptation and evaluation of a learning analytics dashboard to improve academic support at three Latin American universities.
Authors: Guerra, Julio jguerra@inf.uach.cl, Ortiz-Rojas, Margarita, Zúñiga‐Prieto, Miguel Angel, Scheihing, Eliana, Jiménez, Alberto, Broos, Tom, De Laet, Tinne, Verbert, Katrien
Source: British Journal of Educational Technology. Jul2020, Vol. 51 Issue 4, p973-1001. 29p. 5 Color Photographs, 7 Charts, 12 Graphs.
Subject Terms: *Mathematical models of learning, *Educational technology, *Decision making, *Counseling in higher education, *Teenagers, *Higher education
Geographic Terms: Latin America
Abstract: Despite the success of academic advising dashboards in several higher educational institutions (HEI), these dashboards are still under‐explored in Latin American HEI's. To close this gap, three different Latin American universities adapted an existing advising dashboard, originally deployed at the KU Leuven to their own context. In all three cases, the context was the main ruling factor to these adaptations. In this paper, we describe these adaptions using a framework that focuses on four different elements of the context: Objectives, Stakeholders, Key moment and Interactions. Evaluation of the adapted dashboards in the three different Latin American universities is conducted through pilots. This evaluation shows the value of the dashboard approach in different contexts in terms of satisfaction, usefulness and impact in academic decision‐making and advising tasks. The main contribution of this paper is the systematic reporting of the adaptations to an academic advising dashboard and showing the value of an academic advising dashboard on academic decision‐making and advising tasks. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Technology%22">British Journal of Educational Technology</searchLink>. Jul2020, Vol. 51 Issue 4, p973-1001. 29p. 5 Color Photographs, 7 Charts, 12 Graphs.
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  Data: *<searchLink fieldCode="DE" term="%22Mathematical+models+of+learning%22">Mathematical models of learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Decision+making%22">Decision making</searchLink><br />*<searchLink fieldCode="DE" term="%22Counseling+in+higher+education%22">Counseling in higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teenagers%22">Teenagers</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink>
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  Data: Despite the success of academic advising dashboards in several higher educational institutions (HEI), these dashboards are still under‐explored in Latin American HEI's. To close this gap, three different Latin American universities adapted an existing advising dashboard, originally deployed at the KU Leuven to their own context. In all three cases, the context was the main ruling factor to these adaptations. In this paper, we describe these adaptions using a framework that focuses on four different elements of the context: Objectives, Stakeholders, Key moment and Interactions. Evaluation of the adapted dashboards in the three different Latin American universities is conducted through pilots. This evaluation shows the value of the dashboard approach in different contexts in terms of satisfaction, usefulness and impact in academic decision‐making and advising tasks. The main contribution of this paper is the systematic reporting of the adaptations to an academic advising dashboard and showing the value of an academic advising dashboard on academic decision‐making and advising tasks. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Jul2020
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