Dear Colleagues,

Learning analytics has offered much promise for learning and teaching in recent years, and it has gained a key place in debates around learning and teaching improvement. Indeed, it has become a field of study on its own, with its own conferences and journal. However, similar to the introduction of other technologies in education, the delivery on its promise has been slow, as educational institutions have not adopted learning analytics in a comprehensive manner, in a way that followed the initial expectations. This is partly because of the potential complexity of its institutional adoption. Implementing learning analytics in a meaningful and sustainable manner across an institution requires input from a wide range of stakeholders with a diverse range of expertise, which has often proven to be a challenge. However, the potential that learning analytics offers for the sustainable improvement of learning and teaching in educational institutions is important, and therefore deserves exploration of how best to implement and deploy learning analytics in a sustainable manner. 

The focus of this Special Issue is the sustainable deployment and implementation of learning analytics so as to improve and add value to learning and teaching in higher education, with a particular focus on learning design and pedagogy. 

The scope is limited to learning and teaching in higher education, in order to keep a clear focus for the Special Issue. The purpose of the Special Issue is to identify the practical ways in which learning analytics can be implemented in order to add value to learning and teaching, and thus to improve practice in a sustainable manner

References:

AEHE, Lester, J., Klein, C., Rangwala, H., & Johri, A. (2018). Learning Analytics in Higher Education, John Wiley & Sons, Incorporated, Newark.

Gašević, D., Dawson, S., & Siemens, G. (2015). Let’s not forget: Learning analytics are about learning. TechTrends, 59(1), 64–71. https://doi.org/10.1007/s11528-014-0822-x

Ifenthaler, D., Mah, D., & Yau, J. (2019). Utilizing Learning Analytics to Support Study Success. Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-64792-0

Knobbout, J., & van der Stappen, E. (2018). Where Is the Learning in Learning Analytics? A Systematic Literature Review to Identify Measures of Affected Learning (Vol. 11082, pp. 88–100). Springer Verlag. https://doi.org/10.1007/978-3-319-98572-5_7

Lodge, J., Horvath, J., & Corrin, L. (2019). Learning analytics in the classroom: translating learning analytics research for teachers. Abingdon, Oxon: Routledge.

Mangaroska, K. & Giannakos, M. N. (2018). Learning analytics for learning design: A systematic literature review of analytics-driven design to enhance learning. IEEE Transactions on Learning Technologies. https://doi.org/10.1109/TLT.2018.2868673

McKenney, S., & Mor, Y. (2015). Supporting teachers in data‐informed educational design. British Journal of Educational Technology, 46(2), 265–279. https://doi.org/10.1111/bjet.12262

Pardo, A. (2019). Analytics for learning design: A layered framework and tools. British Journal of Educational Technology, 50(1), 139–152. https://doi.org/10.1111/bjet.12645

Peña-Ayala, A. (2017). Learning Analytics: Fundaments, Applications, and Trends A View of the Current State of the Art to Enhance e-Learning. Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-52977-6

Thille, C. and Zimmaro, D. (2017). Incorporating Learning Analytics in the Classroom. New Directions for Higher Education, 2017: 19-31. https://doi:10.1002/he.20240

Viberg, O., Hatakka, M., BäLter, O., & Mavroudi, A. (2018). The current landscape of learning analytics in higher education. Computers in Human Behavior, 89, 98–110. https://doi.org/10.1016/j.chb.2018.07.027

Dr. Henk Huijser
Mr. Roger Cook
Guest Editors

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• learning analytics
• learning design
• evidence-based learning and teaching
• higher education
• learning technology