Exploring Faculty Motivation for the Use of Learning Analytics to Improve Teaching Effectiveness

• In Event: Faculty Teaching, Evaluation, and Development Well-Being/Development

Abstract

This study explored faculty members’ motivation to use learning analytics (LA) to improve their teaching. The study tested a hypothesized model based on self-determination theory SDT and Expectancy-Value theory that faculty members’ subjective value of LA will predict their motivation to use it, which in turn, promotes LA usage and teaching effectiveness. Factor analysis of 107 faculty member survey responses revealed two separate factors in the LA usage scale: single-click and multi-click tools. In support of the hypothesized model, subjective value factors (cost, utility, attainment) predicted intrinsic motivation to use LA. Also, positive introjected motivation and attainment value positively predicted LA usage, while cost and amotivation negatively affected LA usage. Mechanisms for increasing LA usage to improve teaching are discussed.

Authors

• Ademola Amida, North Dakota State University

• Michael James Herbert, University of North Dakota

• Makinde Omojiba, University of North Dakota

• Robert H. Stupnisky, University of North Dakota