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Practice Perspectives on Learning Analytics in Higher Education

Practice Perspectives on Learning Analytics in Higher Education

Geraldine Torrisi-Steele, Viktor Wang, Joy Galaige
Copyright: © 2019 |Pages: 12
ISBN13: 9781522595311|ISBN10: 1522595317|EISBN13: 9781522595328
DOI: 10.4018/978-1-5225-9531-1.ch004
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MLA

Torrisi-Steele, Geraldine, et al. "Practice Perspectives on Learning Analytics in Higher Education." Handbook of Research on Transdisciplinary Knowledge Generation, edited by Viktor Wang, IGI Global, 2019, pp. 45-56. https://doi.org/10.4018/978-1-5225-9531-1.ch004

APA

Torrisi-Steele, G., Wang, V., & Galaige, J. (2019). Practice Perspectives on Learning Analytics in Higher Education. In V. Wang (Ed.), Handbook of Research on Transdisciplinary Knowledge Generation (pp. 45-56). IGI Global. https://doi.org/10.4018/978-1-5225-9531-1.ch004

Chicago

Torrisi-Steele, Geraldine, Viktor Wang, and Joy Galaige. "Practice Perspectives on Learning Analytics in Higher Education." In Handbook of Research on Transdisciplinary Knowledge Generation, edited by Viktor Wang, 45-56. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-9531-1.ch004

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Abstract

Learning analytics have taken higher education by the proverbial “storm.” Universities primarily employ learning analytics at the level of metrics to satisfy institutional requirements but are also investing significant effort in technical development. In the domain of teaching, learning analytics are making an appearance but are much less developed than in institutional or technical domains. On the basis of the potential of learning analytics to inform teaching practice and thus improve learning experiences, course instructors are now encouraged to use learning analytics at classroom level. Early forages are giving mixed results, and some confusion reigns among teaching staff in relation to the usability/value of learning analytics. The fundamental premise of the present chapter is that if potential of learning analytics to improve learning experiences is to be realized, then learning analytics must shift further into the practice domain, and this requires the projection of learning theory onto learning analytics.

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