Previous Chapter Chapter 12: Learning Analytics and the Imperative for Theory-Driven Research Next Chapter

Tim Rogers, Shane Dawson & Dragan Gaevi

In: The SAGE Handbook of E-learning Research

Chapter 12: Learning Analytics and the Imperative for Theory-Driven Research

  • Citations
  • Add to My List
  • Text Size

Learning Analytics and the Imperative for Theory-Driven Research
Learning Analytics and the Imperative for Theory-Driven Research
Tim RogersShane DawsonDragan Gaevi

Learning analytics is a recently defined area of practice evolving from disciplines such as educational psychology, machine learning and social network analysis (Siemens & Baker, 2012). More recently, learning analytics has established synergistic connections with the fields of educational data mining (EDM) and recommender systems (Dawson et al., 2014). Like any emerging field, it gained impetus from elements of the zeitgeist, in this instance a growing realisation across a wide range of contexts and industries that large data sets could yield transformative insights (Armstrong, 2012; Davenport, 2006; Norris & Baer, 2013).

The distinctive elements of learning analytics centre around its focus on deriving data in or about ...

Looks like you do not have access to this content.

Login

Don’t know how to login?

Click here for free trial login.

Back to Top

Copy and paste the following HTML into your website