A Scoping Review of Empirical Studies on Theory-Driven Learning Analytics

Autor/inn/en	Wang, Qin; Mousavi, Amin; Lu, Chang
Titel	A Scoping Review of Empirical Studies on Theory-Driven Learning Analytics
Quelle	In: Distance Education, 43 (2022) 1, S.6-29 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Qin) ORCID (Mousavi, Amin) ORCID (Lu, Chang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2021.2020621
Schlagwörter	Learning Analytics; Journal Articles; Databases; Metacognition; Constructivism (Learning); Research Reports; Learning Theories; Data Analysis; Surveys; Online Courses; Distance Education + Suchen Sie Ihr Suchwort? Journal article; Zeitschriftenaufsatz; Datenbank; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Research report; Forschungsbericht; Learning theory; Lerntheorie; Auswertung; Survey; Umfrage; Befragung; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11