Abstract
As online and blended learning continues to increase in higher education, so does the amount of data that is housed within Learning Management Systems that can be analyzed and processed within the framework of Learning Analytics. Learning Analytics is a new and developing field. As with many new fields of study, a gap between theory and practice is evident. Some attribute this gap to the lack of situating learning analytics within learning theory. In order for Learning Analytics to find interest and usability among educators, a shift is needed from the technical use to practical application. In this theoretical paper a number of potential inhibitors and uses to full application of Learning Analytics are presented
DOI
https://doi.org/10.15142/T3G63W
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Stewart, Courtney
(2017)
"Learning Analytics: Shifting from theory to practice.,"
Journal on Empowering Teaching Excellence: Vol. 1:
Iss.
1, Article 10.
DOI: https://doi.org/10.15142/T3G63W
Available at:
https://digitalcommons.usu.edu/jete/vol1/iss1/10
Included in
Adult and Continuing Education and Teaching Commons, Educational Assessment, Evaluation, and Research Commons, Online and Distance Education Commons
