Date of Conferral

8-7-2024

Date of Award

August 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Jennifer Ouellette-Schramm

Abstract

Learning designers face challenges integrating learning analytics (LA) when designing learner-content interactions in corporate online education. The quality of the learning design directly affects learners’ engagement and impacts the transfer of learning at work. This qualitative study aimed to explore the perspectives of experienced learning designers on the challenges of integrating LA when designing corporate online education content. The conceptual framework for this study was Engeström’s activity theory. The research question guiding the study explored how experienced learning designers in corporate online education perceived the challenges of integrating LA to support data-informed decision-making when designing learner-content interactions. Semistructured interviews of 12 learning designers were conducted. Five themes emerged from the interviews: grappling with design implications, acquiring skills, seeing the central role of the organization in the integration of LA, navigating organizational challenges, and seeing the impact of platforms and other technologies. Results showed that designers saw their role increasingly becoming more data-driven and wished for better enablement from their organization to integrate LA in the design of learner-content interactions. Challenges include upskilling needs, organizational challenges, effectively working with stakeholders, and technical challenges. Positive social change implications at individual and organizational levels include helping designers create actionable plans for their continuous improvement and providing organizations with a holistic approach to support the integration of LA in corporate education as part of larger organizational efforts to become more data-driven.

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