Guzmán-Valenzuela Carolina, Gómez-González Carolina, Rojas-Murphy Tagle Andrés, Lorca-Vyhmeister Alejandro
Facultad de Educación y Humanidades, Universidad de Tarapacá, Arica, Chile.
Universidad de Chile, Santiago, Chile.
Int J Educ Technol High Educ. 2021;18(1):23. doi: 10.1186/s41239-021-00258-x. Epub 2021 May 4.
In a context where learning mediated by technology has gained prominence in higher education, learning analytics has become a powerful tool to collect and analyse data with the aim of improving students' learning. However, learning analytics is part of a young community and its developments deserve further exploration. Some critical stances claim that learning analytics tends to underplay the complexity of teaching-learning processes. By means of both a bibliometric and a content analysis, this paper examines the publication patterns on learning analytics in higher education and their main challenges. 385 papers that were published in WoScc and SciELO indexes between 2013 and 2019 were identified and analysed. Learning analytics is a vibrant and fast-developing community. However, it continues to face multiple and complex challenges, especially regarding students' learning and their implications. The paper concludes by distinguishing between a practice-based and management-oriented community of learning analytics and an academic-oriented community. Within both communities, though, it seems that the focus is more on analytics than on learning.
The online version contains supplementary material available at 10.1186/s41239-021-00258-x.
在技术介导的学习在高等教育中日益突出的背景下，学习分析已成为收集和分析数据以改善学生学习的强大工具。然而，学习分析属于一个年轻的领域，其发展值得进一步探索。一些批评观点认为，学习分析往往淡化了教学过程的复杂性。本文通过文献计量分析和内容分析，研究了高等教育中学习分析的发表模式及其主要挑战。我们识别并分析了2013年至2019年间发表在Web of Science核心合集（WoScc）和科学电子图书馆（SciELO）索引中的385篇论文。学习分析是一个充满活力且发展迅速的领域。然而，它仍面临多重复杂挑战，尤其是在学生学习及其影响方面。本文最后区分了基于实践和管理导向的学习分析领域以及学术导向的学习分析领域。不过，在这两个领域中，似乎重点更多地放在分析上而非学习上。
在线版本包含可在10.1186/s41239-021-00258-x获取的补充材料。
