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Descripción
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| about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs? ( Long & Siemens, 2011). It is straightforward from this definition that the concept of learning analytics is wide and may have different meanings for different people ( Van Barneveld, Arnold, & Campbell, 2012), and that learning analytics shares many attributes with other closely related fields, such as Educational Data Mining ( Siemens & Baker, 2012). Optimization of learning requires not only to retrieve the useful information and knowledge about learning processes and relations among learning agents, but also to transform the data gathered in actionable information. That is, regardless of the type and subject of analysis, the ultimate objective of learning analytics must be to enable data-driven educational decision making at all levels (Van Barneveld et al., 2012). The most common type of learning analytics is based on the analysis of extracted learning data from online courses with data mining and other data processing techniques, which is very often followed by some form of reporting and visualization of that data. However, the concept of learning analytics from the definition above is broad and leaves the door open to other different approaches to the use of educational data oriented toward decision making. | |
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Internacional
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Si |
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JCR del ISI
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Si |
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Título de la revista
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Computers in Human Behavior |
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ISSN
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0747-5632 |
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Factor de impacto JCR
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2,273 |
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Información de impacto
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Datos JCR del año 2013 |
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Volumen
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47 |
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DOI
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10.1016/j.chb.2014.12.034 |
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Número de revista
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