Aligning the Goals of Learning Analytics with its Research Scholarship: An Open Peer Commentary Approach

Ferguson, Rebecca; Khosravi, Hassan; Kovanović, Vitomir; Viberg, Olga; Aggarwal, Ashish; Brinkhuis, Mattheiu; Buckingham Shum, Simon; Chen, Lujie Karen; Drachsler, Hendrik; Guerrero, Valerie A; Hanses, Michael; Hayward, Caitlin; Hicks, Ben; Jivet, Ioana; Kitto, Kirsty; Kizilcec, René; Lodge, Jason M; Manly, Catherine A; Matz, Rebecca L; Meaney, Michael J; Ochoa, Xavier; Schuetze, Brendan A; Spruit, Marco; van Haastrecht, Max; van Leeuwen, Anouschka; van Rijn, Lars; Tsai, Yi-Shan; Weidlich, Joshua; Williamson, Kimberly and Yan, Veronica X (2023). Aligning the Goals of Learning Analytics with its Research Scholarship: An Open Peer Commentary Approach. Journal of Learning Analytics, 10(2) pp. 14–50.



To promote cross-community dialogue on matters of significance within the field of learning analytics], we as editors-in- chief of the Journal of Learning Analytics have introduced a section for papers that are open to peer commentary. The first of these papers, “A LAK of Direction: Misalignment Between the Goals of Learning Analytics and its Research Scholarship” by Motz et al. (2023), appeared in the journal’s early access section in March 2023, a few days before the start of the 13th International Learning Analytics and Knowledge Conference (LAK ’23). “A LAK of Direction” takes as its starting point the definition of learning analytics used in the call for papers of the first LAK conference (LAK ’11) and used since then by the Society for Learning Analytics Research (SoLAR): “Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs” (Long & Siemens, 2011, p. 24). Following the conference, an invitation to submit proposals for commentaries on the paper was released, and 12 of these proposals were accepted. This paper brings those commentaries together

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  • Item ORO ID
  • 92113
  • Item Type
  • Journal Item
  • ISSN
  • 1929-7750
  • Keywords
  • action research; aptitude-by-treatment interaction; behaviourism; causal models; cognitivism; collaboration; constructivism; curricular analytics; distance education; educational epidemiology; educational psychology; educational science; epistemology; equity; evidence of learning; impact; incentives; inequality; intervention; learning analytics; learning analytics loop; learning analytics research; learning analytics theory; learning outcome; learning outcomes; learning process; learning processes; learning sciences; learning theories; learning-performance distinction; massive open online courses; measuring learning; research projects; social justice; structural; realism; systems; theory; treatment effect heterogeneity
  • Academic Unit or School
  • Institute of Educational Technology (IET)
    Faculty of Science, Technology, Engineering and Mathematics (STEM) > Knowledge Media Institute (KMi)
    Faculty of Science, Technology, Engineering and Mathematics (STEM)
  • Research Group
  • OpenTEL
  • Copyright Holders
  • © 2023 Journal of Learning Analytics
  • Depositing User
  • Rebecca Ferguson