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

Rebecca Ferguson; Hassan Khosravi; Vitomir Kovanović; Olga Viberg; Ashish Aggarwal; Matthieu Brinkhuis; Simon Buckingham Shum; Lujie Karen Chen; Hendrik Drachsler; Valerie A. Guerrero; Michael Hanses; Caitlin Hayward; Ben Hicks; Ioana Jivet; Kirsty Kitto; René Kizilcec; Jason M. Lodge; Catherine A. Manly; Rebecca L. Matz; Michael J. Meaney; Xavier Ochoa; Brendan A. Schuetze; Marco Spruit; Max van Haastrecht; Anouschka van Leeuwen; Lars van Rijn; Yi Shan Tsai; Joshua Weidlich; Kimberly Williamson; Veronica X. Yan

doi:10.18608/jla.2023.8197

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

Rebecca Ferguson, Hassan Khosravi, Vitomir Kovanović, Olga Viberg, Ashish Aggarwal, Matthieu Brinkhuis, Simon Buckingham Shum, Lujie Karen Chen, Hendrik Drachsler, Valerie A. Guerrero, Michael Hanses, Caitlin Hayward, Ben Hicks, Ioana Jivet, Kirsty Kitto, René Kizilcec, Jason M. Lodge, Catherine A. Manly, Rebecca L. Matz, Michael J. MeaneyXavier Ochoa, Brendan A. Schuetze, Marco Spruit, Max van Haastrecht, Anouschka van Leeuwen, Lars van Rijn, Yi Shan Tsai, Joshua Weidlich, Kimberly Williamson, Veronica X. Yan

Administration, Leadership & Technology

Research output: Contribution to journal › Article › peer-review

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.

Original language	English (US)
Pages (from-to)	14-17
Number of pages	4
Journal	Journal of Learning Analytics
Volume	10
Issue number	2
DOIs	https://doi.org/10.18608/jla.2023.8197
State	Published - Aug 30 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

ASJC Scopus subject areas

Education
Computer Science Applications

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10.18608/jla.2023.8197

Cite this

Ferguson, R., Khosravi, H., Kovanović, V., Viberg, O., Aggarwal, A., Brinkhuis, M., Shum, S. B., Chen, L. K., Drachsler, H., Guerrero, V. A., Hanses, M., Hayward, C., Hicks, B., Jivet, I., Kitto, K., Kizilcec, R., Lodge, J. M., Manly, C. A., Matz, R. L., ... Yan, V. X. (2023). Aligning the Goals of Learning Analytics with its Research Scholarship: An Open Peer Commentary Approach. Journal of Learning Analytics, 10(2), 14-17. https://doi.org/10.18608/jla.2023.8197

Ferguson, R, Khosravi, H, Kovanović, V, Viberg, O, Aggarwal, A, Brinkhuis, M, Shum, SB, Chen, LK, Drachsler, H, Guerrero, VA, Hanses, M, Hayward, C, Hicks, B, Jivet, I, Kitto, K, Kizilcec, R, Lodge, JM, Manly, CA, Matz, RL, Meaney, MJ, Ochoa, X, Schuetze, BA, Spruit, M, van Haastrecht, M, van Leeuwen, A, van Rijn, L, Tsai, YS, Weidlich, J, Williamson, K & Yan, VX 2023, 'Aligning the Goals of Learning Analytics with its Research Scholarship: An Open Peer Commentary Approach', Journal of Learning Analytics, vol. 10, no. 2, pp. 14-17. https://doi.org/10.18608/jla.2023.8197

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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.",

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

Abstract

Keywords

ASJC Scopus subject areas

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