How Instructors Use Learning Analytics: The Pivotal Role of Pedagogy
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| Title: | How Instructors Use Learning Analytics: The Pivotal Role of Pedagogy |
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| Language: | English |
| Authors: | Qiujie Li, Yeonji Jung (ORCID |
| Source: | Journal of Computing in Higher Education. 2026 38(1):227-255. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Learning Analytics, Decision Making, Educational Technology, Instructional Improvement, Course Objectives, Student Attitudes, Technology Uses in Education, Pedagogical Content Knowledge |
| DOI: | 10.1007/s12528-025-09432-w |
| ISSN: | 1042-1726 1867-1233 |
| Abstract: | This study fills a gap in knowledge regarding experienced instructors' use of learning analytics, focusing on differences in their approach, the knowledge and skills they activate, and the development of these knowledge and skills. Through a qualitative analysis of think-aloud interviews with 13 analytics-experienced instructors, two distinct profiles of analytics use emerged. Instructors in the first profile prioritized monitoring student engagement and performance to foster desirable behaviors, using analytics to align students with course expectations. Instructors in the second profile focused on understanding student perceptions of learning, aligning the course design with diverse learning behaviors and needs. To arrive at such use, instructors went beyond mere acquisition of technical knowledge to also integrate pedagogical knowledge into their analytics practices. Lastly, the study uncovered specific learning analytics supports, such as ongoing individual consultations, invaluable for developing the needed technical and pedagogical knowledge. Together, the results of this study reveal the pivotal role of pedagogy in analytics use, calling for refinement of conceptual models and tailoring of practical support for instructors. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508962 |
| Database: | ERIC |
| Abstract: | This study fills a gap in knowledge regarding experienced instructors' use of learning analytics, focusing on differences in their approach, the knowledge and skills they activate, and the development of these knowledge and skills. Through a qualitative analysis of think-aloud interviews with 13 analytics-experienced instructors, two distinct profiles of analytics use emerged. Instructors in the first profile prioritized monitoring student engagement and performance to foster desirable behaviors, using analytics to align students with course expectations. Instructors in the second profile focused on understanding student perceptions of learning, aligning the course design with diverse learning behaviors and needs. To arrive at such use, instructors went beyond mere acquisition of technical knowledge to also integrate pedagogical knowledge into their analytics practices. Lastly, the study uncovered specific learning analytics supports, such as ongoing individual consultations, invaluable for developing the needed technical and pedagogical knowledge. Together, the results of this study reveal the pivotal role of pedagogy in analytics use, calling for refinement of conceptual models and tailoring of practical support for instructors. |
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| ISSN: | 1042-1726 1867-1233 |
| DOI: | 10.1007/s12528-025-09432-w |
