The Open UniversitySkip to content

Moving Forward with Learning Analytics: Expert Views

Ferguson, Rebecca; Clow, Doug; Griffiths, Dai and Brasher, Andrew (2019). Moving Forward with Learning Analytics: Expert Views. Journal of Learning Analytics, 6(3) pp. 43–59.

Full text available as:
PDF (Version of Record) - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (468kB) | Preview
DOI (Digital Object Identifier) Link:
Google Scholar: Look up in Google Scholar


Learning analytics involve the measurement, collection, analysis, and reporting of data about learners and their contexts, in order to understand and optimise learning and the environments in which it occurs. Since emerging as a distinct field in 2011, learning analytics has grown rapidly, and early adopters around the world are already developing and deploying these new tools. This paper reports on a study that investigated how the field is likely to develop by 2025, in order to make recommendations for action to those concerned with the implementation of learning analytics. The study used a Policy Delphi approach, presenting a range of future scenarios to international experts in the field and asking for responses related to the desirability and feasibility of these scenarios, as well as actions that would be required. Responses were received from 103 people from 21 countries. Responses were coded thematically, inter-rater reliability was checked using Cohen’s kappa coefficient, and data were recoded if kappa was below 0.6. The seven major themes that were identified within the data were power, pedagogy, validity, regulation, complexity, ethics, and affect. The paper considers in detail each of these themes and its implications for the implementation of learning analytics.

Item Type: Journal Item
Copyright Holders: 2019 The Authors
ISSN: 1929-7750
Project Funding Details:
Funded Project NameProject IDFunding Body
Learning Analytics Community Exchange (H-13-001-DC)619424EC (European Commission): FP (inc.Horizon2020 & ERC schemes)
Keywords: Affect; Complexity; Ethics Implementation; Learning analytics; Pedagogy; Policy Delphi; Power; Regulation; Validity
Academic Unit/School: Institute of Educational Technology (IET)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 68540
Depositing User: Rebecca Ferguson
Date Deposited: 17 Dec 2019 14:47
Last Modified: 03 Jan 2020 08:19
Share this page:


Altmetrics from Altmetric

Citations from Dimensions

Download history for this item

These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.

Actions (login may be required)

Policies | Disclaimer

© The Open University   contact the OU