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However, there remain only a few investigations into teachers\u2019 course design practices and their perspectives on LA as a tool to support their design practices. This paper presents findings from an examination of 16 university teachers\u2019 design practices and perspectives on LA at two Norwegian universities (The University of Oslo and Oslo Metropolitan University). On one hand, findings identified situational factors, feedback sources and teachers\u2019 intuition as key influencers of teachers\u2019 course design decisions. On the other hand, guided by principles of the technology acceptance model, this study identified mixed reactions amongst teachers regarding the awareness, understanding and potential use of LA to support course design practices. In particular, most teachers appreciated the formative and normative value of LA to provide more objective evidence about students\u2019 learning patterns and to shape learning trajectories, but some were skeptical about the evaluative role where LA is used to evaluate teachers\u2019 and students\u2019 performance based on unnuanced data (e.g. no theory guidance) with limited depth in observation. This article contributes to the understanding of factors fundamental to linking LA to teachers\u2019 course design practices by synthesizing findings to propose a \u2018bi-directional LA-course design\u2019 conceptual framework that clarifies key elements that influence teachers\u2019 design practices and highlighting their implications for LA integration.<\/jats:p>","DOI":"10.1007\/s10758-020-09488-w","type":"journal-article","created":{"date-parts":[[2021,1,7]],"date-time":"2021-01-07T21:14:59Z","timestamp":1610054099000},"page":"505-527","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":20,"title":["\u2018My Point of Departure for Analytics is Extreme Skepticism\u2019: Implications Derived from An Investigation of University Teachers\u2019 Learning Analytics Perspectives and Design Practices"],"prefix":"10.1007","volume":"27","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-6528-8517","authenticated-orcid":false,"given":"Rogers","family":"Kaliisa","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1470-5234","authenticated-orcid":false,"given":"Anders I.","family":"M\u00f8rch","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-5092-5819","authenticated-orcid":false,"given":"Anders","family":"Kluge","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2021,1,7]]},"reference":[{"key":"9488_CR1","unstructured":"Armour, F., & Miller, G. 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Informed written consent was received from all participants<b>.<\/b>","order":3,"name":"Ethics","group":{"name":"EthicsHeading","label":"Ethical Approval"}}]}}