Rogers Kaliisa

• Kaliisa, Rogers; Palmer, Edward & Miller, Julia (2022). Lecturers’ Perspectives on Mobile Learning in Higher Education: Experiences and Implementation Barriers. Information Technology, Education and Society. ISSN 1037-616X. doi: 10.7459/ites/18.1.02. Show summary

  This paper reports the experiences of university lecturers towards mobile learning from two points of view: (i) lecturers’ needs and experiences in relation to mobile learning design and implementation, and (ii) possible barriers to their adoption in higher education classrooms. The findings from a qualitative case study that conducted semi-structured interviews with 12 lecturers from a developed and developing country contexts revealed; the need for strong commitment from institutional leadership, presence of an institutional and national mobile learning policy, a culture of innovation and willingness to revise the traditional curriculum to incorporate the new mobile pedagogies.

• Prinsloo, Paul & Kaliisa, Rogers (2022). Learning Analytics on the African Continent: An Emerging Research Focus and Practice. Journal of Learning Analytics. ISSN 1929-7750. 9(2), p. 218–235. doi: 10.18608/jla.2022.7539.
• Prinsloo, Paul & Kaliisa, Rogers (2022). Data privacy on the African continent: Opportunities, challenges and implications for learning analytics. British Journal of Educational Technology (BJET). ISSN 0007-1013. p. 1–20. doi: 10.1111/bjet.13226. Full text in Research Archive Show summary

  Whilst learning analytics is still nascent in most African higher education institutions, many African higher education institutions use learning platforms and analytic services from providers outside of the African continent. A critical consideration of the protection of data privacy on the African continent and its implications for learning analytics in African higher education is there-fore needed. In this paper, we map the current state of legal and regulatory environments and frameworks on privacy to establish their implications for learning analytics. This scoping review of privacy regulations in 32 African countries, complemented by 15 scholarly papers, revealed that there are numerous national and regional legislation and regulatory frameworks, provid-ing clear pointers pertaining to (student) data privacy to governments, higher education institutions and re-searchers. As such, the findings of this research have implications for African higher education to ensure not only legal compliance but also to oversee and safe-guard student data privacy as part of their fiduciary duty. This research provides crucial insights regarding the importance of context for thinking about the expansion and institutional adoption of learning analytics.

• Kaliisa, Rogers & Dolonen, Jan Arild (2022). CADA: a teacher-facing learning analytics dashboard to foster teachers’ awareness of students’ participation and discourse patterns in online discussions. Technology, Knowledge and Learning. ISSN 2211-1662. doi: 10.1007/s10758-022-09598-7. Full text in Research Archive Show summary

  Despite the potential of learning analytics (LA) to support teachers’ everyday practice, its adoption has not been fully embraced due to the limited involvement of teachers as co-designers of LA systems and interventions. This is the focus of the study described in this paper. Following a design-based research (DBR) approach and guided by concepts from the socio-cultural perspective and human-computer interaction (HCI), we design, test, and evaluate a teacher-facing LA dashboard, the Canvas Discussion Analytics Dashboard (CADA), in real educational settings. The goal of this dashboard is to support teachers’ roles in online environments through insights into students’ participation and discourse patterns. We evaluate CADA through 10 in-depth interviews with university teachers to examine their experiences using CADA in seven blended undergraduate and graduate courses over a one-year period. The findings suggest that engaging teachers throughout the analytics tool design process and giving them control/agency over LA tools can favour their adoption in practice. Additionally, the alignment of dashboard metrics with relevant theoretical constructs allows teachers to monitor the learning designs and make course design changes on the fly. The teachers in this study emphasise the need for LA dashboards to provide actionable insights by moving beyond what things are toward how things should be. This study has several contributions. First, we make an artefact contribution (e.g. CADA), an LA dashboard to support teachers with insights into students’ online discussions. Second, by leveraging theory, and working with the teachers to develop and implement a dashboard in authentic teaching environments, we make an empirical, theoretical and methodological contribution to the field of learning analytics and technology-enhanced learning. We synthesise these through practical design and implementation considerations for researchers, dashboard developers, and higher education institutions.

• Kaliisa, Rogers; Rienties, Bart; Mørch, Anders & Kluge, Anders (2022). Social learning analytics in computer-supported collaborative learning environments: A systematic review of empirical studies. Computers & Education Open (CAEO). doi: 10.1016/j.caeo.2022.100073. Full text in Research Archive Show summary

  Social learning analytics (SLA) is a promising approach for identifying students’ social learning processes in computer-supported collaborative learning (CSCL) environments. To identify the main characteristics of SLA, gaps and future opportunities for this emerging approach, we systematically identified and analyzed 36 SLA related studies conducted between 2011 and 2020. We focus on SLA implementation and methodological characteristics, educational focus, and the studies’ theoretical perspectives. The results show the predominance of SLA in formal and fully online settings with social network analysis (SNA) a dominant analytical technique. Most SLA studies aimed to understand students’ learning processes and applied the social constructivist perspective as a lens to interpret students’ learning behaviours. However, (i) few studies involve teachers in developing SLA tools, and rarely share SLA visualizations with teachers to support teaching decisions; (ii) some SLA studies are atheoretical; and (iii) the number of SLA studies integrating more than one analytical approach remains limited. Moreover, (iv) few studies leveraged innovative network approaches (e.g., epistemic network analysis, multimodal network analysis), and (v) studies rarely focused on temporal patterns of students’ interactions to assess how students’ social and knowledge networks evolve over time. Based on the findings and the gaps identified, we present methodological, theoretical and practical recommendations for conducting research and creating tools that can advance the field of SLA.

• Damsa, Crina-Ioana; Muukkonen, Hanni; van Leeuwen, Anouschka; Gašević, Dragan; Janssen, Jeroen & Esterhazy, Rachelle [Show all 10 contributors for this article] (2021). Analyzing and Conceptualizing Collaborative Learning with Digital Knowledge Objects . Proceedings of the annual meeting of the ISSS. ISSN 1999-6918. p. 41–44.
• Misiejuk, Kamila; Scianna, Jennifer; Kaliisa, Rogers; Vachuska, Karl & Shaffer, David Williamson (2021). Incorporating Sentiment Analysis with Epistemic Network Analysis to Enhance Discourse Analysis of Twitter Data. In Ruis, Andrew R & Seung, Lee. B (Ed.), Advances in Quantitative Ethnography. Springer Nature. ISSN 978-3-030-67788-6. p. 375–389. doi: %20https%3A/doi.org/10.1007/978-3-030-67788-6_26.
• Kaliisa, Rogers; Misiejuk, Kamila; Arastoopour Irgens, Golnaz & Misfeldt, Morten (2021). Scoping the Emerging Field of Quantitative Ethnography: Opportunities, Challenges and Future Directions. In Ruis, Andrew R & Seung, Lee. B (Ed.), Advances in Quantitative Ethnography. Springer Nature. ISSN 978-3-030-67788-6. p. 3–17. doi: %20https%3A/doi.org/10.1007/978-3-030-67788-6_1. Full text in Research Archive
• Kaliisa, Rogers; Kluge, Anders & Mørch, Anders (2021). Overcoming Challenges to the Adoption of Learning Analytics at the Practitioner Level: A Critical Analysis of 18 Learning Analytics Frameworks. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2020.1869082. Full text in Research Archive
• Kaliisa, Rogers; Mørch, Anders Irving & Kluge, Anders (2021). ‘My Point of Departure for Analytics is Extreme Skepticism’: Implications Derived from An Investigation of University Teachers’ Learning Analytics Perspectives and Design Practices. Technology, Knowledge and Learning. ISSN 2211-1662. doi: 10.1007/s10758-020-09488-w. Full text in Research Archive
• Oyelere, Solomon Sunday; Bouali, Nacir; Kaliisa, Rogers; Obaido, George; Yunusa, Abdullahi Abubaker & Jimoh, Ebunayo R. (2020). Exploring the trends of educational virtual reality games: a systematic review of empirical studies. Smart Learning Environments. ISSN 2196-7091. 7, p. 1–22. doi: 10.1186/s40561-020-00142-7. Full text in Research Archive
• Kaliisa, Rogers; Kluge, Anders & Mørch, Anders Irving (2020). Combining Checkpoint and Process Learning Analytics to Support Learning Design Decisions in Blended Learning Environments. Journal of Learning Analytics. ISSN 1929-7750. 7(3), p. 33–47. doi: 10.18608/JLA.2020.73.4. Full text in Research Archive
• Kaliisa, Rogers & Picard, Michelle (2019). Mobile learning policy and practice in Africa: Towards inclusive and equitable access to higher education. Australasian Journal of Educational Technology. ISSN 1449-3098. 35(6), p. 1–14. doi: 10.14742/ajet.5562. Full text in Research Archive
• Kaliisa, Rogers; Mørch, Anders Irving & Kluge, Anders (2019). Exploring Social Learning Analytics to Support Teaching and Learning Decisions in Online Learning Environments. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. 11722 LNCS, p. 187–198. doi: 10.1007/978-3-030-29736-7_14. Full text in Research Archive

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• Kaliisa, Rogers; Anna, Gillespie; Herodotou, Christothea; Kluge, Anders & Rienties, Bart (2021). Teachers’ Perspectives on the Promises, Needs and Challenges of Learning Analytics Dashboards: Insights from Institutions Offering Blended and Distance Learning. Springer Nature. ISBN 978-3-030-81222-5. 20 p.

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• Kaliisa, Rogers; Mørch, Anders & Kluge, Anders (2021). Correction to: ‘My Point of Departure for Analytics is Extreme Skepticism’: Implications Derived from An Investigation of University Teachers’ Learning Analytics Perspectives and Design Practices (Technology, Knowledge and Learning, (2021), 10.1007/s10758-020-09488-w). Technology, Knowledge and Learning. ISSN 2211-1662. doi: 10.1007/s10758-021-09574-7.
• Mørch, Anders Irving; Andersen, Renate; Kaliisa, Rogers & Litherland, Kristina (2020). Mixed methods with social network analysis for networked learning: Lessons learned from three case studies.
• Morten, Misfeldt; Spikol, Daniel; Kaliisa, Rogers; Jesper, Bruun; Saqr, Mohammed & Andrew, Ruis [Show all 7 contributors for this article] (2020). Quantitative ethnography as a framework for network analysis – a discussion of the foundations for network approaches to leaning analysis .
• Kaliisa, Rogers (2020). Unpacking the Bi-directional relationship between learning analytics and learning design in blended learning environments.
• Mørch, Anders Irving; Andersen, Renate; Kaliisa, Rogers & Kristina, Litherland (2020). Mixed methods with social network analysis for networked learning: Lessons learned from three case studies.
• Kaliisa, Rogers (2019). LEVERAGING SOCIAL LEARNING ANALYTICS TO SUPPORT AND EVALUATE LEARNING DESIGN AND ADAPTIVE LEARNING.
• Kaliisa, Rogers; Kluge, Anders & Mørch, Anders Irving (2018). How Learning Analytics supports Teachers to make good design choices and provide timely personalized feedback to students .

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