Award Date


Degree Type


Degree Name

Doctor of Philosophy (PhD)


Teaching and Learning

First Committee Member

Kendall Hartley

Second Committee Member

Linda Quinn

Third Committee Member

Chyllis Scott

Fourth Committee Member

Wolfgang Bein

Number of Pages



The utilization of learning analytics to support teaching and learning has emerged as a newer phenomenon combining instructor-oriented action research, the mining of educational data, and the analyses of statistics and patterns. Learning analytics have documented, quantified and graphically displayed students’ interactions, engagement, and performance to gain a more complex understanding of teaching and learning. Researchers and scholars have hailed learning analytics as one of the future game-changers in higher education. This study addressed important questions. How have instructors at institutions of higher learning explored learning analytics to reflect upon their teaching practice—specifically, curriculum, pedagogy, student learning and outcomes? What have been the perceived key challenges to the adoption and implementation of learning analytics by instructors at institutions of higher learning? A reflection on technology integration with an emphasis on the affordances and rhetoric of learning analytics to inform teaching and learning was presented. An exploratory study was undertaken consisting of a two-phased research approach–a dominant-less dominant design, addressing the nature and extent of instructors’ use of learning analytics in higher education. The findings failed to substantiate extensive buy-in by instructors; challenges included a lack of time to learn and implement analytics, a culture of resistance, issues with change, and insufficient professional development, training and incentives. When learning analytics were used, it often involved supervisory and pro-active affordances for students.


Analytics; Course Analytics; Educational Technology; Higher Education; Learning Analytics; Learning Management System


Curriculum and Instruction | Curriculum and Social Inquiry | Education | Educational Methods | Teacher Education and Professional Development

File Format


Degree Grantor

University of Nevada, Las Vegas




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