ABSTRACT BY AUTHOR: Learning analytics can improve learning practice by transforming the ways we support learning processes. This study is based on the analysis of 252 papers on learning analytics in higher education published between 2012 and 2018. The main research question is: What is the current scientific knowledge about the application of learning analytics in higher education? The focus is on research approaches, methods, and evidence for learning analytics. The evidence was examined in relation to four earlier validated propositions: whether
learning analytics i) improve learning outcomes, ii) support learning and teaching, iii) are deployed widely, and iv) are used ethically. The results demonstrate that overall there is little evidence that shows improvements in students’ learning outcomes (9%) as well as learning support and teaching (35%). Similarly, little evidence was found for the third (6%) and the fourth (18%) propositions. Despite the fact that the identified potential for improving learner practice is high, we cannot currently see much transfer of the suggested potential into higher educational practice over the years. However, the analysis of the existing evidence for learning analytics indicates that there is a shift toward a deeper understanding of students’ learning experiences in the last years.
CITATION: Viberg, Hatakka, Bälter, & Mavroudi. (2018). The current landscape of learning analytics in higher education. Computers in Human Behavior, 89, 98-110.