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Learning analytics in higher education: a preponderance of analytics but very little learning?
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...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer International Publishing
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8092999/ https://www.ncbi.nlm.nih.gov/pubmed/34778523 http://dx.doi.org/10.1186/s41239-021-00258-x |
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author | Guzmán-Valenzuela, Carolina Gómez-González, Carolina Rojas-Murphy Tagle, Andrés Lorca-Vyhmeister, Alejandro |
author_facet | Guzmán-Valenzuela, Carolina Gómez-González, Carolina Rojas-Murphy Tagle, Andrés Lorca-Vyhmeister, Alejandro |
author_sort | Guzmán-Valenzuela, Carolina |
collection | PubMed |
description | 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. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s41239-021-00258-x. |
format | Online Article Text |
id | pubmed-8092999 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Springer International Publishing |
record_format | MEDLINE/PubMed |
spelling | pubmed-80929992021-05-05 Learning analytics in higher education: a preponderance of analytics but very little learning? Guzmán-Valenzuela, Carolina Gómez-González, Carolina Rojas-Murphy Tagle, Andrés Lorca-Vyhmeister, Alejandro Int J Educ Technol High Educ Review Article 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. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s41239-021-00258-x. Springer International Publishing 2021-05-04 2021 /pmc/articles/PMC8092999/ /pubmed/34778523 http://dx.doi.org/10.1186/s41239-021-00258-x Text en © The Author(s) 2021 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Review Article Guzmán-Valenzuela, Carolina Gómez-González, Carolina Rojas-Murphy Tagle, Andrés Lorca-Vyhmeister, Alejandro Learning analytics in higher education: a preponderance of analytics but very little learning? |
title | Learning analytics in higher education: a preponderance of analytics but very little learning? |
title_full | Learning analytics in higher education: a preponderance of analytics but very little learning? |
title_fullStr | Learning analytics in higher education: a preponderance of analytics but very little learning? |
title_full_unstemmed | Learning analytics in higher education: a preponderance of analytics but very little learning? |
title_short | Learning analytics in higher education: a preponderance of analytics but very little learning? |
title_sort | learning analytics in higher education: a preponderance of analytics but very little learning? |
topic | Review Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8092999/ https://www.ncbi.nlm.nih.gov/pubmed/34778523 http://dx.doi.org/10.1186/s41239-021-00258-x |
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