Learning analytics: where information science and the learning sciences meet

Date14 January 2019
DOIhttps://doi.org/10.1108/ILS-06-2018-0045
Published date14 January 2019
Pages59-73
AuthorStephanie Danell Teasley
Subject MatterLibrary & information science,Librarianship/library management,Library & information services
Learning analytics: where
information science and the
learning sciences meet
Stephanie Danell Teasley
School of Information, University of Michigan, Ann Arbor, Michigan, USA
Abstract
Purpose The explosive growth in the number of digital tools utilized in everyday learning activities
generates data at an unprecedented scale, providing exciting challenges that cross scholarly communities.
This paper aims to provide an overview of learning analytics (LA) with the aim of helping members of the
information and learning sciences communities understand how educational Big Data is relevant to their
researchagendas and how they can contribute to this growingnew eld.
Design/methodology/approach Highlighting shared values and issues illustrates why LA is the
perfect meeting ground for information and the learning sciences, and suggests how by working together
effectiveLA tools can be designed to innovate education.
Findings Analytics-drivenperformance dashboards are offered as a specicexample of one research area
where informationand learning scientists can make a signicant contribution to LA research.Recent reviews
of existing dashboard studiespoint to a dearth of evaluation with regard to either theory or outcomes. Here,
the relevant expertise fromresearchers in both the learning sciences and information science is offered as an
importantopportunity to improve the design and evaluationof student-facing dashboards.
Originality/value This paper outlines important tiesbetween three scholarly communities to illustrate
how their combined research expertise is crucial to advancing how we understand learning and for
developingLA-based interventions that meet the values thatwe all share.
Keywords Education, Learning, Dashboards, Educational technology, Learning analytics,
Student data privacy
Paper type Viewpoint
The most dramatic factor shaping the future of higher education is something that we cant
actually touch or see: big data and analytics. (Siemens and Long, 2011, p. 31).
1. Introduction
The word analyticsis very muchin the news as there is a growing awareness of the extent
to which the technologies we use every day collect data about our online activities. As a
broad concept, analytics refers to data-gathering and analysis methods for discovery,
interpretation, and communication of meaningful patterns in data. In the age of Big Data,
the use of analytics provides a way to process verylarge, unstructured data sets to discern
patterns more quickly and accurately than a human ever could. It is unquestionable and
potentially unavoidable that technologyproviders collect and keep a tremendous amount of
information about our behavior. Analytics is the process that transforms these rich data
repositories into consumableinformation by comparing activity and performance indicators
within and across datasets.
In the private sector, analytics are used to measureperformance at a number of different
levels: corporate, businessunit and personnel and are used to measure, monitor and manage
Learning
analytics
59
Received5 June 2018
Revised13 September 2018
Accepted17 September 2018
Informationand Learning Sciences
Vol.120 No. 1/2, 2019
pp. 59-73
© Emerald Publishing Limited
2398-5348
DOI 10.1108/ILS-06-2018-0045
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/2398-5348.htm

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