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‘A double-edged sword. This is powerful but it could be used destructively’: Perspectives of early career education researchers on learning analytics

Mittelmeier, Jenna; Edwards, Rebecca L.; Davis, Sarah K.; Nguyen, Quan; Murphy, Victoria L.; Brummer, Leonie and Rienties, Bart (2018). ‘A double-edged sword. This is powerful but it could be used destructively’: Perspectives of early career education researchers on learning analytics. Frontline Learning Research, 6(2) pp. 20–38.

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DOI (Digital Object Identifier) Link: https://doi.org/10.14786/flr.v6i2.348
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Abstract

Learning analytics has been increasingly outlined as a powerful tool for measuring, analysing, and predicting learning experiences and behaviours. The rising use of learning analytics means that many educational researchers now require new ranges of technical analytical skills to contribute to an increasingly data-heavy field. However, it has been argued that educational data scientists are a ‘scarce breed’ (Buckingham Shum et al., 2013) and that more resources are needed to support the next generation of early career researchers in the education field. At the same time, little is known about how early career education researchers feel towards learning analytics and whether it is important to their current and future research practices. Using a thematic analysis of a participatory learning analytics workshop discussions with 25 early career education researchers, we outline in this article their ambitions, challenges and anxieties towards learning analytics. In doing so, we have provided a roadmap for how the learning analytics field might evolve and practical implications for supporting early career researchers’ development.

Item Type: Journal Item
ISSN: 2295-3159
Keywords: learning analytics; educational research; early career researchers
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Research Group: OpenTEL
Item ID: 56217
Depositing User: Jenna Mittelmeier
Date Deposited: 21 Aug 2018 15:20
Last Modified: 14 Sep 2018 21:21
URI: http://oro.open.ac.uk/id/eprint/56217
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