Show simple item record

dc.contributor.authorNouri, Jalal
dc.contributor.authorEbner, Martin
dc.contributor.authorIfenthaler, Dirk
dc.contributor.authorSqr, Mohammed
dc.contributor.authorMalmberg, Jonna
dc.contributor.authorKhalil, Mohammad
dc.contributor.authorBruun, Jesper
dc.contributor.authorViberg, Olga
dc.contributor.authorGonzález, Miguel Ángel Conde
dc.contributor.authorPapamitsiou, Zacharoula
dc.contributor.authorBerthelsen, Ulf Dalvad
dc.PublishedNouri, Ebner M, Ifenthaler D, Sqr, Malmberg, Khalil M, Bruun J, Viberg, González, Papamitsiou Z, Berthelsen. Efforts in Europe for Data-Driven Improvement of Education–A Review of Learning Analytics Research in Six Countries. International Journal of Learning Analytics and Artificial Intelligence for Education. 2019;1(1):8-27eng
dc.description.abstractInformation and communication technologies are increasingly mediating learning and teaching practices as well as how educational institutions are handling their administrative work. As such, students and teachers are leaving large amounts of digital footprints and traces in various educational apps and learning management platforms, and educational administrators register various processes and outcomes in digital administrative systems. It is against such a background we in recent years have seen the emergence of the fast-growing and multi-disciplinary field of learning analytics. In this paper, we examine the research efforts that have been conducted in the field of learning analytics in Austria, Denmark, Finland, Norway, Germany, Spain, and Sweden. More specifically, we report on developed national policies, infrastructures and competence centers, as well as major research projects and developed research strands within the selected countries. The main conclusions of this paper are that the work of researchers around Europe has not led to national adoption or European level strategies for learning analytics. Furthermore, most countries have not established national policies for learners’ data or guidelines that govern the ethical usage of data in research or education. We also conclude, that learning analytics research on pre-university level to high extent have been overlooked. In the same vein, learning analytics has not received enough focus form national and European national bodies. Such funding is necessary for taking steps towards data-driven development of education.en_US
dc.publisherInternational Journal of Learning Analytics and Artificial Intelligence for Educationeng
dc.rightsAttribution CC BYeng
dc.titleEfforts in Europe for Data-Driven Improvement of Education–A Review of Learning Analytics Research in Six Countrieseng
dc.typePeer reviewed
dc.typeJournal article
dc.rights.holderCopyright (c) 2019 Jalal Nouri, Martin Ebner, Dirk Ifenthaler, Mohammed Saqr, Jonna Malmberg, Mohammad Khalil, Olga Viberg, Jesper Bruun, Miguel Ángel Conde González, Zacharoula Papamitsiou, Ulf Dalvad Berthelseneng
dc.source.journalInternational Journal of Learning Analytics and Artificial Intelligence for Education

Files in this item


This item appears in the following Collection(s)

Show simple item record

Attribution CC BY
Except where otherwise noted, this item's license is described as Attribution CC BY