Date of Award

January 2023

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education, Health & Behavior Studies

First Advisor

Robert H. Stupnisky

Abstract

Learning Analytics (LA) is the collection and analysis of data about learners and their environments. University faculty are among some of the most important stakeholders in the successful implementation of LA initiatives, whose participation can influence the success or failure of innovative educational changes. However, limited research exists surrounding university faculty members’ perceptions and motivation to adopt LA practices in their courses. The purpose of this study was to examine faculty institutional trust, course data control, and motivation for LA practices in their courses. Examining survey data from 250 university faculty, this quantitative study employed structural equation modeling to analyze Self-Determination Theory measures of faculty motivation for LA utilization in their courses. The study also analyzed measures of institutional trust and course data control as they relate to faculty basic psychological needs for LA. Analysis of a hypothesized and post-hoc model found that faculty perceptions of institutional trust, course data control, motivation, and regulation types predicted faculty members’ utilization of LA in their courses. Specifically, amotivation, or a lack of incentive or value for LA practices, was the strongest negative predictor and mediator of faculty members’ utilization of LA in their courses. The results of this study provide implications for understanding faculty motivation and engagement for LA initiatives and practices in institutions of higher education. Moreover, the results of this study highlight a prevailing necessity to better understand faculty members’ sense of awareness, application, and value of LA in their courses as rapid technology advancements become more prevalent in higher education. This is one of the first studies to utilize structural equation modeling to better understand the role of motivation in university faculty members’ perceptions and utilization of LA in their courses.

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