The evolving field of learning analytics research in higher education: From data analysis to theory generation, an agenda for future research

Axelsen, Megan and Redmond, Petrea ORCID: https://orcid.org/0000-0001-9674-1206 and Heinrich, Eva and Henderson, Michael (2020) The evolving field of learning analytics research in higher education: From data analysis to theory generation, an agenda for future research. Australasian Journal of Educational Technology, 36 (2). pp. 1-7. ISSN 1449-3098

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Abstract

Over the last decade the deployment and use of learning analytics has become routine in many universities around the world. The ability to analyse the way students interact with technology has demonstrated significant value for providing insights into student learning and there are now a wide range of uses for learning analytics in education. From use as a diagnostic tool, to a method for prediction, learning analytics in higher education has an emphasis on a wide range of outcome measures, including student retention, progression, attainment, performance, mastery, employability and engagement. In exploring how learning analytics can improve learning practice by transforming the ways we support learning processes, this editorial highlights some of the learning analytics research that has been published in AJET to date.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: No
Item Status: Live Archive
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 July 2019 -)
Faculty/School / Institute/Centre: Current - Institute for Resilient Regions
Date Deposited: 16 Jul 2020 00:31
Last Modified: 31 Aug 2020 05:11
Uncontrolled Keywords: learning analytics; higher education; research
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
Socio-Economic Objectives (2008): C Society > 93 Education and Training > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies
Identification Number or DOI: doi:10.14742/ajet.6266
URI: http://eprints.usq.edu.au/id/eprint/38664

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