Learning Analytics in Higher Education: A Preponderance of Analytics but Very Little Learning?

Autor/inn/en	Guzmán-Valenzuela, Carolina; Gómez-González, Carolina; Rojas-Murphy Tagle, Andrés; Lorca-Vyhmeister, Alejandro
Titel	Learning Analytics in Higher Education: A Preponderance of Analytics but Very Little Learning?
Quelle	In: International Journal of Educational Technology in Higher Education, 18 (2021), Artikel 23 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guzmán-Valenzuela, Carolina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2365-9440
DOI	10.1186/s41239-021-00258-x
Schlagwörter	Learning Analytics; Higher Education; Educational Research; Communities of Practice; Learning Processes + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsforschung; Pädagogische Forschung; Community; Learning process; Lernprozess
Abstract	In a context where learning mediated by technology has gained prominence in higher education, learning analytics has become a powerful tool to collect and analyse data with the aim of improving students' learning. However, learning analytics is part of a young community and its developments deserve further exploration. Some critical stances claim that learning analytics tends to underplay the complexity of teaching-learning processes. By means of both a bibliometric and a content analysis, this paper examines the publication patterns on learning analytics in higher education and their main challenges. 385 papers that were published in WoScc and SciELO indexes between 2013 and 2019 were identified and analysed. Learning analytics is a vibrant and fast-developing community. However, it continues to face multiple and complex challenges, especially regarding students' learning and their implications. The paper concludes by distinguishing between a practice-based and management-oriented community of learning analytics and an academic-oriented community. Within both communities, though, it seems that the focus is more on analytics than on learning. (As Provided).
Anmerkungen	BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01