Learning analytics for the academic: An action perspective

Alan Dix, Justin Leavesley

Research output: Contribution to journalArticlepeer-review

11 Citations (Scopus)
187 Downloads (Pure)

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 languageEnglish
Pages (from-to)48-65
Number of pages18
JournalJournal of Universal Computer Science
Volume21
Issue number1
DOIs
Publication statusPublished - 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

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