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

Abstract:

To promote cross-community dialogue on matters of significance within the field of learning analytics (LA), we as editors-in-chief of the Journal of Learning Analytics (JLA) have introduced a section for papers that are open to peer commentary. An invitation to submit proposals for commentaries on the paper was released, and 12 of these proposals were accepted. The 26 authors of the accepted commentaries are based in Europe, North America, and Australia. They range in experience from PhD students and early-career researchers to some of the longest-standing, most senior members of the learning analytics community. This paper brings those commentaries together, and we recommend reading it as a companion piece to the original paper by Motz et al. (2023), which also appears in this issue

Año de publicación:

2023

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
• Realism
• Research projects
• Social justice
• Structural
• systems
• theory
• treatment effect heterogeneity

Fuente:

scopus