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Learning analytics: drivers, developments and challenges

Ferguson, Rebecca (2012). Learning analytics: drivers, developments and challenges. International Journal of Technology Enhanced Learning, 4(5/6) pp. 304–317.

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URL: http://www.inderscience.com/info/ingeneral/forthco...
DOI (Digital Object Identifier) Link: https://doi.org/10.1504/IJTEL.2012.051816
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Abstract

Learning analytics is a significant area of technology-enhanced learning that has emerged during the last decade. This review of the field begins with an examination of the technological, educational and political factors that have driven the development of analytics in educational settings. It goes on to chart the emergence of learning analytics, including their origins in the 20th century, the development of data-driven analytics, the rise of learning-focused perspectives and the influence of national economic concerns. It next focuses on the relationships between learning analytics, educational data mining and academic analytics. Finally, it examines developing areas of learning analytics research, and identifies a series of future challenges.

Item Type: Journal Item
Copyright Holders: 2012 Inderscience Enterprises Ltd.
ISSN: 1753-5263
Extra Information: Also translated into Italian.
Learning analytics: fattori trainanti, sviluppi e sfide
TD Tecnologie Didattiche, 22(3), 138-147.
Keywords: academic analytics; action analytics; educational data mining; learning analytics; social learning analytics
Academic Unit/School: Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Related URLs:
Item ID: 36374
Depositing User: Rebecca Ferguson
Date Deposited: 29 Jan 2013 10:42
Last Modified: 07 Feb 2017 14:06
URI: http://oro.open.ac.uk/id/eprint/36374
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