TY - GEN
T1 - Critical Determinants For Learning Analytics Adoption In Higher Education
AU - Bere, Aaron
AU - Chirilele, Patrick
AU - Chitiga, Rugare
N1 - Publisher Copyright:
© Proceedings of the International Conference on E-Learning 2022, EL 2022 - Part of the Multi Conference on Computer Science and Information Systems 2022, MCCSIS 2022. All rights reserved.
PY - 2022
Y1 - 2022
N2 - The purpose of this paper is to present an empirical investigation of the critical determinants for the adoption of learning analytics in higher education. A conceptual model was proposed to understand better the adoption of learning analytics in higher education by teaching staff. Structural equation modelling is used for testing and validating the proposed conceptual model based on the survey data collected from Australia, South Africa, and Zimbabwe. Five study hypotheses were statistically significant, while two were statically insignificant. A positive relationship was revealed between user preparedness, technology preparedness, perceived usefulness, and social influence with behavioural intentions to adopt learning analytics in higher education. Hypotheses between user preparedness and perceived usefulness as well as user preparedness and learning analytics adoption were rejected. This study contributes to the learning analytics adoption research by proposing and validating a research model for the adoption of learning analytics in higher education.
AB - The purpose of this paper is to present an empirical investigation of the critical determinants for the adoption of learning analytics in higher education. A conceptual model was proposed to understand better the adoption of learning analytics in higher education by teaching staff. Structural equation modelling is used for testing and validating the proposed conceptual model based on the survey data collected from Australia, South Africa, and Zimbabwe. Five study hypotheses were statistically significant, while two were statically insignificant. A positive relationship was revealed between user preparedness, technology preparedness, perceived usefulness, and social influence with behavioural intentions to adopt learning analytics in higher education. Hypotheses between user preparedness and perceived usefulness as well as user preparedness and learning analytics adoption were rejected. This study contributes to the learning analytics adoption research by proposing and validating a research model for the adoption of learning analytics in higher education.
KW - Behavioural Intentions
KW - Data Analytics
KW - Learning Analytics
KW - LMS
KW - Organisational Preparedness
UR - http://www.scopus.com/inward/record.url?scp=85142268415&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85142268415
T3 - Proceedings of the International Conference on E-Learning 2022, EL 2022 - Part of the Multi Conference on Computer Science and Information Systems 2022, MCCSIS 2022
SP - 60
EP - 67
BT - Proceedings of the International Conference on E-Learning 2022, EL 2022 - Part of the Multi Conference on Computer Science and Information Systems 2022, MCCSIS 2022
A2 - Nunes, Miguel Baptista
A2 - Isaias, Pedro
A2 - Rodrigues, Luis
PB - IADIS Press
T2 - 16th International Conference on E-Learning 2022, EL 2022 - Part of the Multi Conference on Computer Science and Information Systems 2022, MCCSIS 2022
Y2 - 19 July 2022 through 22 July 2022
ER -