[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-42830-en":3,"doc-seo-42830-105":30,"detail-sidebar-cat-0-en-105":96},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":13,"seo_description":14,"update_tm":28,"read_time":29},42830,1099513958607,"Jiven","https://ap-avatar.wpscdn.com/avatar/100002390cf8733938c?x-image-process=image/resize,m_fixed,w_180,h_180&k=1778829742770036399",8,"Research & Report","Adoption and impact of a learning analytics dashboard supporting advisor—student dialogue in higher education in Latin America","Case study evaluates adoption and impact of new modules in a learning analytics dashboard enabling dialogue between student advisors and students during study-plan advising for the next academic semester at a higher-education institute in Ecuador. Mixed-methods assessment combines quantitative analysis of 172 advisors across 34 programs using advising-session data from 2018–2019 with a qualitative component using staged dialogue observations and interviews with eight advisors. Findings indicate institution-wide scalable deployment, higher advisor-perceived support, and a reduced gap between suggested study plans and students’ registered plans, while short-term academic achievement changes were not significant.","British Journal of Educational Technology Vol 0 No 0 2020 1–17  \ndoi:10.1111/bjet.12962  \nAdoption and impact of a learning analytics dashboard supporting the advisor—Student dialogue in a higher education institute in Latin America  \nTinne De Laet  , Martijn Millecamp  , Margarita Ortiz-Rojas  , Alberto Jimenez  , Ricardo Maya and Katrien Verbert   \nTinne De Laet is Associate professor at the Faculty of Engineering Science, KU Leuven, Belgium. Martijn Millecamp is a PhD student at KU Leuven, Belgium. Margarita Ortiz-Rojas is a researcher with ESPOL and PhD student at UGent, Belgium. Alberto Jiminez is a researcher with the Escuela Superior Politécnica del Litoral, ESPOL, Ecuador. Ricardo Maya is a researcher with ESPOL. Katrien Verbert is an Associate Professor at the HCI research group, KU Leuven, Belgium. Address for correspondence: Tinne De Laet, Faculty of Engineering Science & Leuven Engineering and Science Education Center, KU Leuven, Celestijnenlaan 200i Box 2201, 3001 Leuven, Belgium. Email: Tinne. [DeLaet@kuleuven.be](DeLaet@kuleuven.be)  \nThis paper presents a case study on the adoption and the impact of new modules ina learning analytics dashboard supporting the dialogue between student advisors and students when advising on a study plan for the next academic semester in Escuela Superior Politecnica del Litoral, a higher education institute in Ecuador. The impact and the adoption of the new dashboard modules were assessed using a mixed-methods approach. The quantitative approach builds on data of 172 advisors in 34 programs and 4481 advising sessions in 2019 (post) and 4747 advising sessions in 2018 (pre) to assess the adoption and use of the dashboard, the level of support experienced by the advisors, the impact of the new dashboard modules on the difference between the advised study plan and the plan students register for, and students’ academic achievement. The qualitative approach with observations of 14 staged advising dialogues and semistructured interviews with eight advisors was used to assess how the dashboard was used and to get deeper understanding of the perceived usefulness and impact of the dashboard. The results show that an institution-wide deployment of dashboard modules tailored to the needs of the advisors can be achieved and can increase the level of support perceived by the advisors and significantly decrease the gap between the suggested study plans in advising dialogues and the study plans that students actually register for. On the short-term, however, no significant changes in academic achievement were observed.  \nIntroduction  \nThe goal of this paper is to share a large scale case study regarding the adoption of Learning Analytics Dashboards (LADs) for academic advising in higher education and the impact on the advising and academic processes. Below, we introduce academic advising, LADs, the evaluation of LADs, the particular context, and the goal and contribution of this paper.  \nWhen studying in higher education, students have to make a lot of decisions regarding their study plan. If students have difficulties to make those decisions they can consult an advisor. This advisor assists students in the clarification of their career/life goals, and the development of an  \n© 2020 British Educational Research Association  \n2 British Journal of Educational Technology Vol 0 No 0 2020  \nPractitioner Notes  \nWhat is already known about this topic?  \n• Academic advising can positively impact retention, academic achievement and study completion.  \n• Learning analytics dashboards are promising pieces of educational technology for academic advising as they can trigger reflection and sense-making of educational data.  \n• Evaluation of learning analytics dashboards is often still immature and not wellconnected to the actual goals of the dashboards. Large-scale evaluations looking at impact of dashboards are even scarcer.  \nWhat this paper adds?  \n• This paper adds, to the scarce scientific evidence on ac","cbCaiiYOTd9p6gI3","https://ap.wps.com/l/cbCaiiYOTd9p6gI3","pdf",1040821,5,1,17,"English","en",105,"# Introduction\n## Practitioner Notes","[{\"question\":\"What learning analytics dashboard capability does the paper focus on?\",\"answer\":\"It focuses on dashboard modules that support the advisor–student dialogue when composing well-balanced study plans for the next academic semester.\"},{\"question\":\"How was the dashboard impact evaluated?\",\"answer\":\"A mixed-methods approach was used, combining quantitative data analysis of advisors and advising sessions with qualitative observations of staged advising dialogues and semistructured interviews.\"},{\"question\":\"What outcomes changed after adopting the new dashboard modules?\",\"answer\":\"The deployment can scale institution-wide, advisors reported increased support, and the gap decreased between study plans suggested in advising dialogues and the plans students actually registered for.\"},{\"question\":\"Did the dashboard lead to improvements in students’ short-term academic achievement?\",\"answer\":\"No significant short-term changes in academic achievement were observed in the study.\"}]",1783371806,43,{"code":4,"msg":31,"data":32},"ok",{"site_id":25,"language":24,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":91,"head_meta":93,"extra_data":95,"updated_unix":28},"adoption-and-impact-of-a-learning-analytics-dashboard-supporting-advisorstudent-dialogue-in-higher-education-in-latin-america","",{"@graph":36,"@context":90},[37,54,69],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":21},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/research-report/",3,{"item":52,"name":13,"@type":43,"position":53},"https://docshare.wps.com/document/adoption-and-impact-of-a-learning-analytics-dashboard-supporting-advisorstudent-dialogue-in-higher-education-in-latin-america/42830/",4,{"url":52,"name":13,"@type":55,"author":56,"headline":13,"publisher":58,"fileFormat":61,"inLanguage":24,"description":14,"dateModified":62,"datePublished":63,"encodingFormat":61,"isAccessibleForFree":64,"interactionStatistic":65},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/pdf","2026-07-20","2026-07-06",true,{"@type":66,"interactionType":67,"userInteractionCount":20},"InteractionCounter",{"@type":68},"ViewAction",{"@type":70,"mainEntity":71},"FAQPage",[72,78,82,86],{"name":73,"@type":74,"acceptedAnswer":75},"What learning analytics dashboard capability does the paper focus on?","Question",{"text":76,"@type":77},"It focuses on dashboard modules that support the advisor–student dialogue when composing well-balanced study plans for the next academic semester.","Answer",{"name":79,"@type":74,"acceptedAnswer":80},"How was the dashboard impact evaluated?",{"text":81,"@type":77},"A mixed-methods approach was used, combining quantitative data analysis of advisors and advising sessions with qualitative observations of staged advising dialogues and semistructured interviews.",{"name":83,"@type":74,"acceptedAnswer":84},"What outcomes changed after adopting the new dashboard modules?",{"text":85,"@type":77},"The deployment can scale institution-wide, advisors reported increased support, and the gap decreased between study plans suggested in advising dialogues and the plans students actually registered for.",{"name":87,"@type":74,"acceptedAnswer":88},"Did the dashboard lead to improvements in students’ short-term academic achievement?",{"text":89,"@type":77},"No significant short-term changes in academic achievement were observed in the study.","https://schema.org",{"og:url":52,"og:type":92,"og:title":13,"og:site_name":59,"og:description":14},"article",{"robots":94,"canonical":52},"index,follow",{"doc_id":7,"site_id":25},{"code":4,"msg":5,"data":97},[98,102,106,110,114,119,124,127,132,135,139],{"id":21,"doc_module":4,"doc_module_name":46,"category_name":99,"show_sort_weight":100,"slug":101},"Story & Novel",90,"story-novel",{"id":47,"doc_module":4,"doc_module_name":46,"category_name":103,"show_sort_weight":104,"slug":105},"Literature",80,"literature",{"id":53,"doc_module":4,"doc_module_name":46,"category_name":107,"show_sort_weight":108,"slug":109},"Exam",70,"exam",{"id":20,"doc_module":4,"doc_module_name":46,"category_name":111,"show_sort_weight":112,"slug":113},"Comic",60,"comic",{"id":115,"doc_module":4,"doc_module_name":46,"category_name":116,"show_sort_weight":117,"slug":118},6,"Technology",50,"technology",{"id":120,"doc_module":4,"doc_module_name":46,"category_name":121,"show_sort_weight":122,"slug":123},7,"Healthcare",40,"healthcare",{"id":11,"doc_module":4,"doc_module_name":46,"category_name":12,"show_sort_weight":125,"slug":126},30,"research-report",{"id":128,"doc_module":4,"doc_module_name":46,"category_name":129,"show_sort_weight":130,"slug":131},9,"Religion & Spirituality",20,"religion-spirituality",{"id":130,"doc_module":4,"doc_module_name":46,"category_name":133,"show_sort_weight":130,"slug":134},"World Cup","world-cup",{"id":136,"doc_module":4,"doc_module_name":46,"category_name":137,"show_sort_weight":136,"slug":138},10,"Lifestyle","lifestyle",{"id":140,"doc_module":4,"doc_module_name":46,"category_name":141,"show_sort_weight":20,"slug":142},19,"General","general"]