| Field |
Value |
Language |
|
dc.contributor.author |
Sharif, H |
|
|
dc.contributor.author |
Atif, A
https://orcid.org/0000-0003-0381-0343
|
|
|
dc.date.accessioned |
2024-02-22T01:01:17Z |
|
|
dc.date.available |
2024-02-22T01:01:17Z |
|
|
dc.identifier.citation |
Education Sciences, 14, (2), pp. 176 |
|
|
dc.identifier.issn |
2227-7102 |
|
|
dc.identifier.issn |
2227-7102 |
|
|
dc.identifier.uri |
http://hdl.handle.net/10453/175819
|
|
|
dc.description.abstract |
<jats:p>In the dynamic world of higher education, technological advancements are continually reshaping teaching and learning approaches, with learning analytics (LA) playing a crucial role in this transformation. This systematic literature review (SLR) explores the significant impact of LA in higher education, specifically its transformative role in personalizing and enhancing educational feedback mechanisms. Utilizing a wide range of educational data, LA facilitates a shift from generic to individualized feedback, leading to improved learning outcomes and equity. However, incorporating LA into higher education is not without challenges, ranging from data privacy concerns to the possibility of algorithmic errors. Addressing these challenges is vital for unlocking the full potential of LA. This paper also examines emerging LA trends, such as augmented reality, emotion-sensing technology, and predictive analytics, which promise to further personalize learning experiences in higher education settings. By anchoring these advancements within core educational principles, we foresee a future of education marked by innovation and diversity. This SLR provides an overview of LA’s evolution in higher education, highlighting its transformative power, acknowledging its challenges, and anticipating its future role in shaping a dynamic, responsive educational environment.</jats:p> |
|
|
dc.language |
en |
|
|
dc.publisher |
MDPI |
|
|
dc.relation.ispartof |
Education Sciences |
|
|
dc.relation.isbasedon |
10.3390/educsci14020176 |
|
|
dc.rights |
info:eu-repo/semantics/openAccess |
|
|
dc.subject |
1301 Education Systems, 1302 Curriculum and Pedagogy, 1303 Specialist Studies in Education |
|
|
dc.subject.classification |
3901 Curriculum and pedagogy |
|
|
dc.subject.classification |
3902 Education policy, sociology and philosophy |
|
|
dc.subject.classification |
3904 Specialist studies in education |
|
|
dc.title |
The Evolving Classroom: How Learning Analytics Is Shaping the Future of Education and Feedback Mechanisms |
|
|
dc.type |
Journal Article |
|
|
utslib.citation.volume |
14 |
|
|
utslib.for |
1301 Education Systems |
|
|
utslib.for |
1302 Curriculum and Pedagogy |
|
|
utslib.for |
1303 Specialist Studies in Education |
|
|
pubs.organisational-group |
University of Technology Sydney |
|
|
pubs.organisational-group |
University of Technology Sydney/Faculty of Engineering and Information Technology |
|
|
pubs.organisational-group |
University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science |
|
|
utslib.copyright.status |
open_access |
* |
|
dc.date.updated |
2024-02-22T01:01:15Z |
|
|
pubs.issue |
2 |
|
|
pubs.publication-status |
Published online |
|
|
pubs.volume |
14 |
|
|
utslib.citation.issue |
2 |
|
