The new edition of The SAGE Handbook of E-Learning Research retains the original effort of the first edition by focusing on research while capturing the leading edge of e-learning development and practice. Chapters focus on areas of development in e-learning technology, theory, practice, pedagogy and method of analysis. Covering the full extent of e-learning can be a challenge as developments and new features appear daily. The editors of this book meet this challenge by including contributions from leading researchers in areas that have gained a sufficient critical mass to provide reliable results and practices. The 25 chapters are organised into six key areas: 1. THEORY 2. LITERACY & LEARNING 3. METHODS & PERSPECTIVES 4. PEDAGOGY & PRACTICE 5. BEYOND THE CLASSROOM 6. FUTURES
Chapter 12: Learning Analytics and the Imperative for Theory-Driven Research
Learning Analytics and the Imperative for Theory-Driven Research
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).