ERIC Number: EJ1331438
Record Type: Journal
Publication Date: 2022
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0158-7919
EISSN: N/A
A Scoping Review of Empirical Studies on Theory-Driven Learning Analytics
Distance Education, v43 n1 p6-29 2022
The field of learning analytics (LA) is developing rapidly. However, previous empirical studies on LA were largely data-driven. Little attention has been paid to theory-driven LA studies. The present scoping review identified and summarized empirical theory-driven LA studies, aiming to reveal how theories were integrated into LA. The review examined 37 peer-reviewed journal articles published from 2016 to 2020 from six databases. Results show that most studies were guided by the theories of self-regulated learning and social constructivism; most integrated theories into LA for better interpreting the data analysis results; and most linked theoretical constructs and log variables directly. Several studies employed well-developed survey instruments to measure theoretical constructs. The review results indicate that LA studies still need to strive for new theory advances in learning. Recommendations for future study are discussed.
Descriptors: Learning Analytics, Journal Articles, Databases, Metacognition, Constructivism (Learning), Research Reports, Learning Theories, Data Analysis, Surveys, Online Courses, Distance Education
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A