Learning analytics: Richer perspectives across stakeholders

Simon Knight, Shane Dawson, Dragan Gasevic, Jelena Jovanovic, Arnon Hershkovitz

Research output: Contribution to journalEditorial

Abstract

This issue of the Journal of Learning Analytics features seven research papers, complemented by a practitioner research paper (Dvorak & Jia). Papers by McCoy and Shih, and Knight, Brozina, and Novoselich discuss the important topic of educators working with educational data, alongside (in the latter paper) student perspectives on learning analytics. Douglas, Bermel, Alam, and Madhavan; and Waddington, Nam, Lonn, and Teasley offer empirical insight on developing a richer perspective on learning material interaction and engagement in online learning contexts (MOOCs, and LMS’ respectively). Dvorak and Jia bring a practitioner perspective to the issue in their discussion of approaches to analyzing online work habits via timeliness, regularity, and intensity. Sutherland and White, and Vieira, Goldstein, Purzer, and Magana offer focus on specific subject-based learning activities (algebra learning, and student experimentation strategies in engineering design, respectively). Finally, Howley and Rosé discuss the complex interactions of theory and method in computational modeling of group learning processes. The issue also features a special section on learning analytics tutorials, edited by Gašević and Pechenizkiy. The editorial concludes with a report of the recent ‘hot spots section’ consultation from the editorial team of the journal.
Original languageEnglish
Pages (from-to)1-4
JournalJournal of Learning Analytics
Volume3
Issue number3
DOIs
Publication statusPublished - 19 Dec 2016

Keywords

  • learning analytics
  • tutorials
  • moocs
  • early warning systems
  • learning management systems
  • pratitioners
  • predictive analytics

Fingerprint Dive into the research topics of 'Learning analytics: Richer perspectives across stakeholders'. Together they form a unique fingerprint.

Cite this