Learning analytics in higher education: a preponderance of analytics but very little learning? 2021

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.

Autores	Guzman-Valenzuela, C; Gomez-Gonzalez, C; Tagle, ARM; Lorca-Vyhmeister, A
Título	Learning analytics in higher education: a preponderance of analytics but very little learning?
Afiliaciones	Universidad de Tarapaca; Universidad de Chile; Universidad de Valparaiso
Año	2021
DOI	10.1186/s41239-021-00258-x
Tipo de acceso abierto	Green Published, gold
Referencia	WOS:000646571500001
Artículo obtenido de:	WOS

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Learning analytics in higher education: a preponderance of analytics but very little learning?

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