Abstract
If learning analytics are to directly benefit students' learning rather than simply inform broad policy decisions, they must be used by academics in the midst of busy and fragmented lives. This paper takes an ecological or action-oriented perspective of the use of learning analytics in higher education, drawing on research sources in psychology, humancomputer interaction and visual analytics. We unpack the circumstances during the learning interactions of academics with course materials and students where analytics could trigger or influence action. This leads to a framework based around different academic timescales, and the strategies for synchronising the recognition of need with the potential for execution of teaching and learning interventions.
Original language | English |
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Pages (from-to) | 48-65 |
Number of pages | 18 |
Journal | Journal of Universal Computer Science |
Volume | 21 |
Issue number | 1 |
DOIs | |
Publication status | Published - 1 Jan 2015 |
Keywords
- Action
- Embodiment
- Human–computer interaction
- Learning analytics
- Learning support
- Teaching analytics
ASJC Scopus subject areas
- General Computer Science
- Theoretical Computer Science