The Benefits of Learning Analytics to Higher Education Institutions: A Scoping Review

Abstract

Learning analytics is a form of data analysis that allows teachers, lecturers, educational experts, and administrators of online learnings to look for students’ online traces and information associated with the learning processes. The fundamental goal of learning analytics in online classrooms and com-puter-supported instruction is to enhance the learning experience and the entire learning process. This review aims at reviewing some of the benefits available through using learning analytics in higher education institutions (HEI) for the students, teaching staff and the management. The search for relevant literature was conducted by searching online databases which in-clude Web of Science, SCOPUS, Science Direct, IEEE, Emerald, Springer, ERIC and Association for Computing Machinery (ACM). The analysis of the literatures obtained from the online databases revealed that learning analytics provide series of benefits to students, teaching staffs and the management of higher education institutions. The benefits include prediction and identification of target courses, curriculum development and improvement, improved students’ learning outcomes, improved instructors’ performance and monitoring of students’ dropout and retention. It is recommended that higher education institutions adopt the use of learning analytics in their online teaching and learning.

A systematic review of energy literacy programs at primary and middle schools

“…Main literature search was conducted on Taylor & Francis database (Kalogiannakis et al, 2021) via the National Library of the Republic of Indonesia. Search of articles from other publishers was also conducted on a widely used database in the education sector, ERIC (Education Resource Information Center) (Aydın & Gürol, 2019;Chalkiadaki, 2018;Diggs & Akos, 2016;Kalogiannakis et al, 2021;O'Flaherty & Liddy, 2018;Quadri & Shukor, 2021;Retuerto et al, 2020), involving excellent, peer-reviewed articles (Petticrew & Roberts, 2006;Torgerson, 2003). Based on ERIC database sources, we obtained articles from publishers International Council of Associations for Science Education, Australian Geography Teachers Association, International Society of Educational Research, Sciedu Press, Eastern Mediterranean University, and OmniaScience.…”

Investigating Student and Teacher Perceptions in e-Learning with Learning Analytics and Ontologies

“…Module 1 of the proposed architecture is responsible for receiving data from the LMS and storing them in a repository of learning records. In this module an Endpoint for queries in SPARQL language 4 was implemented, which allows communication with Module 2 (Processing Unit and Analytics). To this end, an open source Learning Record Store (LRS) Learning Locker, 5 made available by HT2 Labs and which we integrate with the semantic data query service through the Apache Jena Fuseki framework.…”

“…As stated, LA allows a source of educational data from a virtual learning environment. According to Quadrii and Shukor [4], LA is gaining strength in educational institutions for positively impacting the teaching and learning process in e-Learning. Also, Husni et al [36] indicated that the planning of didactic-pedagogical actions based on the educational information inferred from LA helps educational professionals to appropriately design pedagogical strategies.…”

“…Consequently, in an e-Learning context, a vast amount of data and knowledge are gathered by these LMS [2]. The data gathered from LMS are used by educational organizations for purposes such as business intelligence, evaluations and descriptive and predictive analytics as students using an LMS have their clicks, navigation patterns, interactions, and information flow recorded [3,4].…”

“…LMS can be designed to identify training and learning gaps using analytical data, often through Learning Analytics (LA) [4]. LA is the measurement, collection, analysis and communication of data about students and their contexts, with the aim of understanding and optimizing learning and the environments in which it takes place, helping teachers in their teaching process, as it is possible to make early pedagogical decisions due to predictions and better data visualization.…”