Learning Analytics: Challenges and Limitations

Autor/inn/en	Wilson, Anna; Watson, Cate; Thompson, Terrie Lynn; Drew, Valerie; Doyle, Sarah
Titel	Learning Analytics: Challenges and Limitations
Quelle	In: Teaching in Higher Education, 22 (2017) 8, S.991-1007 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2017.1332026
Schlagwörter	Educational Research; Data Collection; Data Analysis; Integrated Learning Systems; Higher Education; Online Courses; Educational Technology; Technology Uses in Education; Social Influences; Case Studies; Masters Programs; Graduate Students; College Faculty; Learning Modules + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Data capture; Datensammlung; Auswertung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Sozialer Einfluss; Case study; Fallstudie; Case Study; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fakultät; Learning module; Lernmodul
Abstract	Learning analytic implementations are increasingly being included in learning management systems in higher education. We lay out some concerns with the way learning analytics--both data and algorithms--are often presented within an unproblematized Big Data discourse. We describe some potential problems with the often implicit assumptions about learning and learners--and indeed the tendency not to theorize learning explicitly--that underpin such implementations. Finally, we describe an attempt to devise our own analytics, grounded in a sociomaterial conception of learning. We use the data obtained to suggest that the relationships between learning and the digital traces left by participants in online learning are far from trivial, and that any analytics that relies on these as proxies for learning tends towards a behaviorist evaluation of learning processes. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01