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As programs drive to innovate in educational delivery they are increasingly seeking to apply and connect diverse data sets, including student performance data arising from learning outcomes assessment, student activity data in learning management systems, and survey data. This research study is aimed at developing a model to support visualization of educational data to support a range of data needs from individual reflection to program improvement and change management. A literature review around assessment data usage indicated that there is currently a gap in the assessment cycle between collecting the educational data and putting it to use towards educational data needs. Facilitating ways to close this gap served as the motivation for the study. The first phase of this study, as approved by the instructional research ethics board, was to find out how instructors, faculty administration, and educational developers use data and the role it has in improving the student experience. We conducted semi-structured interviews of twelve faculty and educational staff who collect, analyze, and reflect on educational data. Interviews were created according to McCracken and analyzed using Charmaz’s abductive approach to grounded theory. The emerging data presents a number of emergent themes around the affective aspects of how stakeholders feel about how data is and is not being used. This paper will describe the method to approach to the qualitative data gathering and analysis procedure, and the ideas that emerged from the interviews that we think are of interest to readers.

Practices and Beliefs about Educational Data Usage