Exploring the Learning Analytics Equation: What about the "Carpe Diem" of Teaching and Learning?

Autor/inn/en	Bozkurt, Aras; Sharma, Ramesh C.
Titel	Exploring the Learning Analytics Equation: What about the "Carpe Diem" of Teaching and Learning?
Quelle	In: Asian Journal of Distance Education, 17 (2022) 2, (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bozkurt, Aras) ORCID (Sharma, Ramesh C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1347-9008
Schlagwörter	Learning Analytics; Teaching Methods; Learning Processes; Prediction; Bibliometrics; Interdisciplinary Approach; Technological Literacy; Social Networks; Network Analysis; Data Analysis; Instructional Improvement; Multimedia Materials; Instructional Design; Ethics; Privacy; Social Values; Research Reports + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Vorhersage; Bibliometrie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Technisches Wissen; Social network; Soziales Netzwerk; Netzplantechnik; Auswertung; Unterrichtsqualität; Lesson concept; Lessonplan; Unterrichtsentwurf; Ethik; Privatsphäre; Sozialer Wert; Research report; Forschungsbericht
Abstract	Humans have always been lured by the idea that they can use data to understand a phenomenon and make predictions about it. Learning analytics, in this sense, promise to understand and optimize learning and the environments in which it occurs by collecting data from learners and learning contexts. In this regard, this study systematically examines research on learning analytics through bibliometric, data mining, and analytics approaches. This paper argues that research interest in learning analytics is increasing steadily; some countries, higher education institutions, and researchers have a specific research agenda that indicates their intention to specialize in that field. It is also noted that there is a need for more interdisciplinary studies on learning analytics and a further need to merge technological capabilities with pedagogy. Based on the findings of text-mining and social network analysis, the following themes were identified: (1) learning analytics to improve teaching and personalize learning, (2) hegemony of data-driven teaching and learning practices, (3) multimodal learning analytics as the next generation practice, (4) learning design for learning analytics, (5) formative assessment through learning analytics, (6) learning analytics for social online learning spaces, and (7) privacy and ethical concerns to overcome. This paper suggests focusing on issues such as ethics and privacy and warns researchers to pay attention to the risks of both an educational panoptic society and quantified decision-making processes. Furthermore, rather than relying on algorithms, it is suggested to incorporate social values and center the learners in the learning analytics processes. Finally, this paper asks the following: "If we quantify the learning processes, how can we benefit from the carpe diem of educational processes and then seize the beauty of teaching and learning?" (As Provided).
Anmerkungen	Asian Society of Open and Distance Education. 80-4 Minou Yamamoto Machi, Kurume City, Fukuoka, 839-0826, Japan. e-mail: editor@asianjde.org; Web site: http://asianjde.com/ojs/index.php/AsianJDE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01