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Learning analytics in higher education: a preponderance of analytics but very little learning?
International Journal of Educational Technology in Higher Education ( IF 3.080 ) Pub Date : 2021-05-04 , DOI: 10.1186/s41239-021-00258-x
Carolina Guzmán-Valenzuela, Carolina Gómez-González, Andrés Rojas-Murphy Tagle, Alejandro Lorca-Vyhmeister

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.



中文翻译:

在高等教育中学习分析:大量的分析却很少学习?

在以技术为媒介的学习在高等教育中日益突出的背景下,学习分析已成为收集和分析数据的强大工具,目的是改善学生的学习。但是,学习分析是一个年轻社区的一部分,其发展值得进一步探索。一些批评立场认为,学习分析倾向于低估教学过程的复杂性。通过文献计量学和内容分析,本文研究了高等教育学习分析的出版模式及其主要挑战。确定并分析了2013年至2019年在WoScc和SciELO索引中发表的385篇论文。学习分析是一个充满活力且快速发展的社区。但是,它继续面临多重和复杂的挑战,特别是关于学生的学习及其影响。本文通过区分基于实践和面向管理的学习分析社区与面向学术的社区进行总结。但是,在这两个社区中,似乎重点更多地放在分析而不是学习上。

更新日期:2021-05-04
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