Khulbe, Manisha;
Tammets, Kairit;
Ley, Tobias;
Coelho, Raquel;
Kurvits, Juri;
Cukurova, Mutlu;
(2025)
Exploring Teachers' Adoption of Learning Analytics Enhanced Pedagogical Practices: A Longitudinal Intervention Study.
Technology, Knowledge and Learning
10.1007/s10758-025-09896-w.
(In press).
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Abstract
The use of learning analytics tools can support teaching and learning, but teachers’ adoption of these is a complex process that must be better understood to encourage uptake. We implemented a professional development programme designed to support secondary school mathematics teachers in adopting both new pedagogical practices and an advising learning analytics dashboard designed to help them enact these practices. The programme, which was attended by 26 teachers and took place over seven months, included the co-creation of pedagogical practices by teachers and researchers, as well as opportunities for teachers to interact with the dashboard and learn about its inner logic. Classroom implementation and collaborative reflection upon the experience were also part of the programme activities. Several outcomes of interest improved after participation in the programme, including teachers’ knowledge of pedagogical methods, digital competence, and trust in the advising learning analytics dashboard. We also investigated the relationship between teachers’ engagement in knowledge appropriation practices (seeking and providing guidance and help, participating in collaborative task design and learning planning, carrying out classroom implementations, and engaging in joint reflection upon experiences), their trust in the advising learning analytics dashboard, and intended adoption. The results revealed that knowledge appropriation practices were positively related to intended adoption at all stages of the intervention. The impact of trust on intended adoption wavered over time, and other factors, such as creation of additional work, may have influenced adoption intentions.
| Type: | Article |
|---|---|
| Title: | Exploring Teachers' Adoption of Learning Analytics Enhanced Pedagogical Practices: A Longitudinal Intervention Study |
| DOI: | 10.1007/s10758-025-09896-w |
| Publisher version: | https://doi.org/10.1007/s10758-025-09896-w |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Teacher Professional Learning, Learning Analytics, Knowledge Appropriation, Dashboard design, Trust |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10214110 |
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