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Adopting Learning Analytics to Inform Postgraduate Curriculum Design: Recommendations and Research Agenda

Denis Dennehy Orcid Logo, Kieran Conboy, Jaganath Babu

Information Systems Frontiers

Swansea University Author: Denis Dennehy Orcid Logo

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DOI (Published version): 10.1007/s10796-021-10183-z

Abstract

Understanding student sentiment plays a vital role in understanding the changes that could or should be made in curriculum design at university. Learning Analytics (LA) has shown potential for improving student learning experiences and supporting teacher inquiry. Yet, there is limited research that...

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Published in: Information Systems Frontiers
ISSN: 1387-3326 1572-9419
Published: Springer Science and Business Media LLC 2021
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URI: https://cronfa.swan.ac.uk/Record/cronfa59526
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last_indexed 2022-03-31T03:26:09Z
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spelling 2022-03-30T16:41:00.3686091 v2 59526 2022-03-08 Adopting Learning Analytics to Inform Postgraduate Curriculum Design: Recommendations and Research Agenda ba782cbe94139075e5418dc9274e8304 0000-0001-9931-762X Denis Dennehy Denis Dennehy true false 2022-03-08 CBAE Understanding student sentiment plays a vital role in understanding the changes that could or should be made in curriculum design at university. Learning Analytics (LA) 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 LA to support teacher inquiry. This four-year longitudinal study captures sentiment of postgraduate students at a university in Ireland, by integrating LA with the steps of teacher inquiry. This study makes three important contributions to teaching and learning literature. First, it reports on the use of LA to support teacher inquiry over four one-year cycles of a Master of Science in Business Analytics programme between 2016 and 2020. Second, it provides evidence-based recommendations on how to optimise LA to support teacher inquiry, with specific attention as to how these can improve the assimilation of LA into the curriculum design and delivery. Third, the paper concludes with a research agenda to help improve the adoption and integration of LA in the future. Journal Article Information Systems Frontiers Springer Science and Business Media LLC 1387-3326 1572-9419 Learning analytics; Sentiment analysis; Business analytics; Curriculum design; Adoption 13 8 2021 2021-08-13 10.1007/s10796-021-10183-z COLLEGE NANME Management School COLLEGE CODE CBAE Swansea University The IReL Consortium 2022-03-30T16:41:00.3686091 2022-03-08T14:32:32.1822220 Faculty of Humanities and Social Sciences School of Management - Business Management Denis Dennehy 0000-0001-9931-762X 1 Kieran Conboy 2 Jaganath Babu 3 59526__23744__fc5a1ab326cf4d7eb6d9cd3db1254f64.pdf 59526.pdf 2022-03-30T16:39:40.3275089 Output 1105594 application/pdf Version of Record true This article is licensed under a Creative Commons Attribution 4.0 International License true eng http://creativecommons.org/licenses/by/4.0/
title Adopting Learning Analytics to Inform Postgraduate Curriculum Design: Recommendations and Research Agenda
spellingShingle Adopting Learning Analytics to Inform Postgraduate Curriculum Design: Recommendations and Research Agenda
Denis Dennehy
title_short Adopting Learning Analytics to Inform Postgraduate Curriculum Design: Recommendations and Research Agenda
title_full Adopting Learning Analytics to Inform Postgraduate Curriculum Design: Recommendations and Research Agenda
title_fullStr Adopting Learning Analytics to Inform Postgraduate Curriculum Design: Recommendations and Research Agenda
title_full_unstemmed Adopting Learning Analytics to Inform Postgraduate Curriculum Design: Recommendations and Research Agenda
title_sort Adopting Learning Analytics to Inform Postgraduate Curriculum Design: Recommendations and Research Agenda
author_id_str_mv ba782cbe94139075e5418dc9274e8304
author_id_fullname_str_mv ba782cbe94139075e5418dc9274e8304_***_Denis Dennehy
author Denis Dennehy
author2 Denis Dennehy
Kieran Conboy
Jaganath Babu
format Journal article
container_title Information Systems Frontiers
publishDate 2021
institution Swansea University
issn 1387-3326
1572-9419
doi_str_mv 10.1007/s10796-021-10183-z
publisher Springer Science and Business Media LLC
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Management - Business Management{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Business Management
document_store_str 1
active_str 0
description Understanding student sentiment plays a vital role in understanding the changes that could or should be made in curriculum design at university. Learning Analytics (LA) 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 LA to support teacher inquiry. This four-year longitudinal study captures sentiment of postgraduate students at a university in Ireland, by integrating LA with the steps of teacher inquiry. This study makes three important contributions to teaching and learning literature. First, it reports on the use of LA to support teacher inquiry over four one-year cycles of a Master of Science in Business Analytics programme between 2016 and 2020. Second, it provides evidence-based recommendations on how to optimise LA to support teacher inquiry, with specific attention as to how these can improve the assimilation of LA into the curriculum design and delivery. Third, the paper concludes with a research agenda to help improve the adoption and integration of LA in the future.
published_date 2021-08-13T07:52:40Z
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score 11.056659

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