Theory and Learning Analytics, a Historical Perspective
- Publisher:
- Springer Nature
- Publication Type:
- Chapter
- Citation:
- Theory Informing and Arising from Learning Analytics, 2024, pp. 3-18
- Issue Date:
- 2024-12-29
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| Filename | Description | Size | |||
|---|---|---|---|---|---|
| Theory and learning analytics_preprint_2023.08.04.pdf | Accepted version | 180.46 kB |
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The first decade of research and thinking in learning analytics has seen shifting foci and evolving theoretical foundations. Indeed, the very role of theory in, about, and of learning analytics has been addressed in different ways across sub-sections of the field. From an early emphasis on data, computing and systems, the field has increasingly connected with theories and ideas from educational research, sociology, philosophy, and the learning sciences. The richness resulting from this confluence of theories provides a foundation for enhancing the use of data and analytics for learning, differentiating learning analytics from other pre-existing fields, and for deepening the understanding of how learning works. However, despite the broadening scope of theoretical perspectives in, about, and of learning analytics, old tensions remain, and new ones have emerged. As is evident in other areas of educational research, there are intractable differences in fundamental philosophies that create barriers to meaningful dialogue and the progression of the field. In this chapter, we will provide an overview of the key theoretical trends in learning analytics research and place these trends within a broader perspective. Specifically, we will describe the theorising of learning analytics, theory in learning analytics, and theories about learning analytics.
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