Abstract
This chapter looks into examining research studies of the last five years and presents the state of the art of Learning Analytics (LA) in the Higher Education (HE) arena. Therefore, we used mixed-method analysis and searched through three popular libraries, including the Learning Analytics and Knowledge (LAK) conference, the SpringerLink, and the Web of Science (WOS) databases. We deeply examined a total of 101 papers during our study. Thereby, we are able to present an overview of the different techniques used by the studies and their associated projects. To gain insights into the trend direction of the different projects, we clustered the publications into their stakeholders. Finally, we tackled the limitations of those studies and discussed the most promising future lines and challenges. We believe the results of this review may assist universities to launch their own LA projects or improve existing ones.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
Online: http://scholar.google.com.
- 2.
Abbreviations
- AA:
-
Academic analytics
- ACM:
-
Association for computing machinery
- EDM:
-
Educational data mining
- HE:
-
Higher education
- ITS:
-
Intelligent tutoring system
- LA:
-
Learning analytics
- LAK:
-
Learning analytics and knowledge
- LMS:
-
Learning management system
- MOOC:
-
Massive open online course
- NMC:
-
New media consortium
- PLE:
-
Personal learning environment
- RQ:
-
Research question
- SNA:
-
Social network analysis
- VLE:
-
Virtual learning environment
- WOS:
-
Web of science
References
Abdelnour-Nocera J, Oussena S, Burns C (2015) Human work interaction design of the smart university. In: Human work interaction design. Work analysis and interaction design methods for pervasive and smart workplaces. Springer International Publishing, pp 127–140
AbuKhousa E, Atif Y (2016) Virtual social spaces for practice and experience sharing. In: State-of-the-Art and Future Directions of Smart Learning. Springer, Singapore, pp 409–414
Aguiar E, Chawla NV, Brockman J, Ambrose GA, Goodrich V (2014) Engagement vs performance: using electronic portfolios to predict first semester engineering student retention. In: Proceedings of the fourth international conference on learning analytics and knowledge. ACM, pp 103–112
Aguilar S, Lonn S, Teasley SD (2014) Perceptions and use of an early warning system during a higher education transition program. In: Proceedings of the fourth international conference on learning analytics and knowledge. ACM, pp 113–117
Akhtar S, Warburton S, Xu W (2015) The use of an online learning and teaching system for monitoring computer aided design student participation and predicting student success. Int J Technol Des Edu, pp 1–20
Arnold KE, Pistilli MD (2012) Course signals at Purdue: using learning analytics to increase student success. In: Proceedings of the 2nd international conference on learning analytics and knowledge. ACM, pp 267–270
Arnold KE, Lonn S, Pistilli MD (2014) An exercise in institutional reflection: the learning analytics readiness instrument (LARI). In: Proceedings of the fourth international conference on learning penetrating the black box of time-on-task estimation and knowledge. ACM, pp 163–167
Asif R, Merceron A, Pathan MK (2015) Investigating performance of students: a longitudinal study. In: Proceedings of the fifth international conference on learning analytics and knowledge. ACM, pp 108–112
Atif A, Richards D, BilginA, Marrone M (2013) Learning analytics in higher education: a summary of tools and approaches. In: 30th Australasian Society for computers in learning in tertiary education conference, Sydney
Barber R, Sharkey M (2012) Course correction: using analytics to predict course success. In: Proceedings of the 2nd international conference on learning analytics and knowledge. ACM, pp 259–262
Best M, MacGregor D (2015) Transitioning design and technology education from physical classrooms to virtual spaces: implications for pre-service teacher education. Int J Technol Des Edu, pp 1–13
Bichsel J (2012) Analytics in higher education: benefits, barriers, progress, and recommendations. EDUCAUSE Center for Applied Research
Bramucci R, Gaston J (2012) Sherpa: increasing student success with a recommendation engine. In: Proceedings of the 2nd international conference on learning analytics and knowledge. ACM, pp 82–83
Cambruzzi WL, Rigo SJ, Barbosa JL (2015) Dropout prediction and reduction in distance education courses with the learning analytics multitrail approach. J UCS 21(1):23–47
Campbell JP, Oblinger DG (2007) Academic analytics, EDUCAUSE white paper. Retrieved 10 Feb 2016 from https://net.educause.edu/ir/library/pdf/PUB6101.pdf
Campbell JP, DeBlois PB, Oblinger DG (2007) Academic analytics: a new tool for a new era. EDUCAUSE Rev 42(4):40–57
Casquero O, Ovelar R, Romo J, Benito M (2014) Personal learningenvironments, highereducation and learninganalytics: a study of theeffects of servicemultiplexityonundergraduatestudents’ personal networks/Entornos de aprendizaje personales, educación superior y analítica del aprendizaje: un estudio sobre los efectos de la multiplicidad de servicios en las redes personales de estudiantes universitarios. Cultura y Educación 26(4):696–738
Casquero O, Ovelar R, Romo J, Benito M, Alberdi M (2016) Students’ personal networks in virtual and personal learning environments: a case study in higher education using learning analytics approach. Interact Learning Environ 24(1):49–67
Clow D (2014) Data wranglers: human interpreters to help close the feedback loop. In: Proceedings of the fourth international conference on learning analytics and knowledge. ACM, pp 49–53
Corrigan O, Smeaton AF, Glynn M, Smyth S (2015) Using educational analytics to improve test performance. In: Design for teaching and learning in a networked world. Springer International Publishing, pp 42–55
Delen D (2010) A comparative analysis of machine learning techniques for student retention management. Decis Support Syst 49(4):498–506
Drachsler H, Greller W (2012) The pulse of learning analytics understandings and expectations from the stakeholders. In: Proceedings of the 2nd international conference on learning analytics and knowledge. ACM, pp 120–129
Elbadrawy A, Studham RS, Karypis G (2015) Collaborative multi-regression models for predicting students’ performance in course activities. In: Proceedings of the fifth international conference on learning analytics and knowledge. ACM, pp 103–107
Elias T (2011) Learning analytics: definitions, processes and potential
Ferguson R (2012) Learning analytics: drivers, developments and challenges. Int J Technol Enhanced Learning 4(5/6):304–317
Ferguson R, Shum SB (2012) Social learning analytics: five approaches. In: Proceedings of the 2nd international conference on learning analytics and knowledge. ACM, pp 23–33
Freitas S, Gibson D, Du Plessis C, Halloran P, Williams E, Ambrose M, Dunwell I, Arnab S (2015) Foundations of dynamic learning analytics: using university student data to increase retention. Br J Educational Technol 46(6):1175–1188
Fritz J (2011) Classroom walls that talk: using online course activity data of successful students to raise self-awareness of underperforming peers. Internet Higher Edu 14(2):89–97
Gasevic D, Kovanovic V, Joksimovic S, Siemens G (2014) Where is research on massive open online courses headed? A data analysis of the MOOC research initiative. Int Rev Res Open Distrib Learning, 15(5)
Gašević D, Dawson S, Siemens G (2015) Let’s not forget: learning analytics are about learning. TechTrends 59(1):64–71
Gibson D, de Freitas S (2016) Exploratory analysis in learning analytics. Technol Knowl Learning 21(1):5–19
Gibson A, Kitto K, Willis J (2014) A cognitive processing framework for learning analytics. In: Proceedings of the fourth international conference on learning analytics and knowledge. ACM, pp 212–216
Grann J, Bushway D (2014) Competency map: visualizing student learning to promote student success. In: Proceedings of the fourth international conference on learning analytics and knowledge. ACM, pp 168–172
Grau-Valldosera J, Minguillón J (2011) Redefining dropping out in online higher education: a case study from the UOC. In: Proceedings of the 1st international conference on learning analytics and knowledge. ACM, pp 75–80
Grau-Valldosera J, Minguillón J (2014) Rethinking dropout in online higher education: The case of the UniversitatOberta de Catalunya. Int Rev Res Open Distrib Learning, 15(1)
Greller W, Ebner M, Schön M (2014) Learning analytics: from theory to practice–data support for learning and teaching. In: Computer assisted assessment. Research into e-assessment. Springer International Publishing, pp 79–87
Harrison S, Villano R, Lynch G, Chen G (2015) Likelihood analysis of student enrollment outcomes using learning environment variables: a case study approach. In: Proceedings of the fifth international conference on learning analytics and knowledge. ACM, pp 141–145
Hecking T, Ziebarth S, Hoppe HU (2014) Analysis of dynamic resource access patterns in a blended learning course. In: Proceedings of the fourth international conference on learning analytics and knowledge. ACM, pp 173–182
Holman C, Aguilar S, Fishman B (2013) GradeCraft: what can we learn from a game-inspired learning management system? In: Proceedings of the third international conference on learning analytics and knowledge. ACM, pp 260–264
Holman C, Aguilar SJ, Levick A, Stern J, Plummer B, Fishman B (2015) Planning for success: how students use a grade prediction tool to win their classes. In: Proceedings of the fifth international conference on learning analytics and knowledge. ACM, pp 260–264
Ifenthaler D, Widanapathirana C (2014) Development and validation of a learning analytics framework: two case studies using support vector machines. Technol Knowl Learning 19(1–2):221–240
Jo IH, Yu T, Lee H, Kim Y (2015) Relations between student online learning behavior and academic achievement in higher education: a learning analytics approach. In: Emerging issues in smart learning. Springer, Berlin, pp 275–287
Johnson L, Adams S, Cummins M (2012) The NMC horizon report: 2012 higher education edition. The New Media Consortium, Austin
Johnson L, Adams Becker S, Cummins M, Freeman A, Ifenthaler D, Vardaxis N (2013) Technology outlook for Australian tertiary education 2013–2018: an NMC horizon project regional analysis. New Media Consortium
Johnson L, Adams S, Cummins M, Estrada V, Freeman A, Hall C (2016) NMC horizon report: 2016 higher education edition. The New Media Consortium, Austin. http://cdn.nmc.org/media/2016-nmc-horizon-report-he-EN.pdf
Junco R, Clem C (2015) Predicting course outcomes with digital textbook usage data. Internet High Edu 27:54–63
Khalil M, Ebner M (2015) Learning analytics: principles and constraints. In: Proceedings of world conference on educational multimedia, hypermedia and telecommunications, pp 1326–1336
Khalil M, Ebner M (2016a) What is learning analytics about? A survey of different methods used in 2013–2015. In: Proceedings of smart learning conference, Dubai, UAE, 7–9 Mar. HBMSU Publishing House, Dubai, pp 294–304
Khalil M, Ebner M (2016b) De-identification in learning analytics. J Learning Anal 3(1), pp 129–138 http://dx.doi.org/10.18608/jla.2016.31.8
Khousa EA, Atif Y (2014) A learning analytics approach to career readiness development in higher education. In: International conference on web-based learning. Springer International Publishing, pp 133–141
Kim J, Jo IH, Park Y (2016) Effects of learning analytics dashboard: analyzing the relations among dashboard utilization, satisfaction, and learning achievement. Asia Pac Edu Rev 17(1):13–24
Koulocheri E, Xenos M (2013) Considering formal assessment in learning analytics within a PLE: the HOU2LEARN case. In: Proceedings of the third international conference on learning analytics and knowledge. ACM, pp 28–32
Kovanović V, Gašević D, Dawson S, Joksimović S, Baker RS, Hatala M (2015) Penetrating the black box of time-on-task estimation. In: Proceedings of the fifth international conference on learning analytics and knowledge. ACM, pp 184–193
Kung-Keat T, Ng J (2016) Confused, bored, excited? An emotion based approach to the design of online learning systems. In: 7th International conference on university learning and teaching (InCULT 2014) proceedings. Springer, Singapore, pp 221–233
Lauría EJ, Baron JD, Devireddy M, Sundararaju V, Jayaprakash SM (2012) Mining academic data to improve college student retention: an open source perspective. In: Proceedings of the 2nd international conference on learning analytics and knowledge. ACM, pp 139–142
Leony D, Muñoz-Merino PJ, Pardo A, Kloos CD (2013) Provision of awareness of learners’ emotions through visualizations in a computer interaction-based environment. Expert Syst Appl 40(13):5093–5100
Liñán LC, Pérez ÁAJ (2015) Educational data mining and learning analytics: differences, similarities, and time evolution. Revista de Universidad y SociedaddelConocimiento 12(3):98–112
Lockyer L, Dawson S (2011) Learning designs and learning analytics. In: Proceedings of the 1st international conference on learning analytics and knowledge. ACM, pp 153–156
Lonn S, Krumm AE, Waddington RJ, Teasley SD (2012) Bridging the gap from knowledge to action: Putting analytics in the hands of academic advisors. In: Proceedings of the 2nd international conference on learning analytics and knowledge. ACM, pp 184–18
Lonn S, Aguilar S, Teasley SD (2013) Issues, challenges, and lessons learned when scaling up a learning analytics intervention. In: Proceedings of the third international conference on learning analytics and knowledge. ACM, pp 235–239
Lotsari E, Verykios VS, Panagiotakopoulos C, Kalles D (2014) A learning analytics methodology for student profiling. In: Hellenic conference on artificial intelligence. Springer International Publishing, pp 300–312
Ma J, Han X, Yang J, Cheng J (2015) Examining the necessary condition for engagement in an online learning environment based on learning analytics approach: the role of the instructor. Internet High Edu 24:26–34
Machi LA, McEvoy BT (2009) The literature review: six steps to success. Corwin Sage, Thousand Oaks
Manso-Vázquez M, Llamas-Nistal M (2015) A monitoring system to ease self-regulated learning processes. IEEE RevistaIberoamericana de TecnologiasdelAprendizaje 10(2):52–59
Martin F, Whitmer JC (2016) Applying learning analytics to investigate timed release in online learning. Technol Knowl Learning 21(1):59–74
McKay T, Miller K, Tritz J (2012) What to do with actionable intelligence: E 2 coach as an intervention engine. In: Proceedings of the 2nd international conference on learning analytics and knowledge. ACM, pp 88–91
Menchaca I, Guenaga M, Solabarrieta J (2015) Project-based learning: methodology and assessment learning technologies and assessment criteria. In: Design for teaching and learning in a networked world. Springer International Publishing, pp 601–604
Muñoz-Merino PJ, Valiente JAR, Kloos CD (2013) Inferring higher level learning information from low level data for the Khan Academy platform. In: Proceedings of the third international conference on learning analytics and knowledge. ACM, pp 112–116
Nam S, Lonn S, Brown T, Davis CS, Koch D (2014) Customized course advising: investigating engineering student success with incoming profiles and patterns of concurrent course enrollment. In: Proceedings of the fourth international conference on learning analytics and knowledge. ACM, pp 16–25
Nespereira CG, Elhariri E, El-Bendary N, Vilas AF, Redondo RPD (2016) Machine learning based classification approach for predicting students performance in blended learning. In: The 1st International conference on advanced intelligent system and informatics (AISI2015), 28–30 Nov 2015, BeniSuef, Egypt. Springer International Publishing, pp 47–56
Øhrstrøm P, Sandborg-Petersen U, Thorvaldsen S, Ploug T (2013) Teaching logic through web-based and gamified quizzing of formal arguments. European conference on technology enhanced learning. Springer, Berlin, pp 410–423
Palavitsinis N, Protonotarios V, Manouselis N (2011) Applying analytics for a learning portal: the organic. Edunet case study. In: Proceedings of the 1st international conference on learning analytics and knowledge. ACM, pp 140–146
Palmer S (2013) Modelling engineering student academic performance using academic analytics. Int J Eng Educ 29(1):132–138
Pardo A, Mirriahi N, Dawson S, Zhao Y, Zhao A, Gašević D (2015) Identifying learning strategies associated with active use of video annotation software. In: Proceedings of the fifth international conference on learning analytics and knowledge. ACM, pp 255–259
Park Y, Yu JH, Jo IH (2016) Clustering blended learning courses by online behavior data: a case study in a Korean higher education institute. Internet High Educ 29:1–11
Piety PJ, Hickey DT, Bishop MJ (2014) Educational data sciences: framing emergent practices for analytics of learning, organizations, and systems. In: Proceedings of the fourth international conference on learning analytics and knowledge. ACM, pp 193–202
Pistilli MD, Willis III JE, Campbell JP (2014) Analytics through an institutional lens: definition, theory, design, and impact. In: Learning analytics. Springer New York, pp 79–102
Prinsloo P, Slade S, Galpin F (2012) Learning analytics: challenges, paradoxes and opportunities for mega open distance learning institutions. In: Proceedings of the 2nd international conference on learning analytics and knowledge. ACM, pp 130–133
Prinsloo P, Archer E, Barnes G, Chetty Y, Van Zyl D (2015) Big (ger) data as better data in open distance learning. Int Rev Res Open Distrib Learning, 16(1)
Ramírez-Correa P, Fuentes-Vega C (2015) Factors that affect the formation of networks for collaborative learning: an empirical study conducted at a Chilean university/Factores que afectanla formación de redes para el aprendizajecolaborativo: unestudioempíricoconducidoenunauniversidadchilena. Ingeniare: RevistaChilena de Ingenieria, 23(3), 341
Rogers T, Colvin C, Chiera B (2014) Modest analytics: using the index method to identify students at risk of failure. In: Proceedings of the fourth international conference on learning analytics and knowledge. ACM, pp 118–122
Romero C, Ventura S (2013) Data mining in education. Wiley Interdiscip Rev Data Min Knowl Discovery 3(1):12–27
Santos JL, Govaerts S, Verbert K, Duval E (2012) Goal-oriented visualizations of activity tracking: a case study with engineering students. In: Proceedings of the 2nd international conference on learning analytics and knowledge. ACM, pp 143–152
Santos JL, Verbert K, Govaerts S, Duval E (2013) Addressing learner issues with StepUp!: an evaluation. In: Proceedings of the third international conference on learning analytics and knowledge. ACM, pp 14–22
Santos JL, Verbert K, Klerkx J, Duval E, Charleer S, Ternier S (2015) Tracking data in open learning environments. J Univ Comput Sci 21(7):976–996
Scheffel M, Niemann K, Leony D, Pardo A, Schmitz HC, Wolpers M, Kloos CD (2012) Key action extraction for learning analytics. European conference on technology enhanced learning. Springer, Berlin, pp 320–333
Sclater N (2014) Code of practice “essential” for learning analytics. http://analytics.jiscinvolve.org/wp/2014/09/18/code-of-practice-essential-for-learning-analytics/
Shacklock X (2016) From bricks to clicks: the potential of data and analytics in higher education. The Higher Education Commission’s (HEC) report
Sharkey M (2011) Academic analytics landscape at the University of Phoenix. In: Proceedings of the 1st international conference on learning analytics and knowledge. ACM, pp 122–126
Siemens G (2010) What are learning analytics. Retrieved 10 Feb 2016 from http://www.elearnspace.org/blog/2010/08/25/what-are-learning-analytics/
Siemens G, Long P (2011) Penetrating the fog: analytics in learning and education. EDUCAUSE Rev 46(5):30–40
Simsek D, Sándor Á, Shum SB, Ferguson R, De Liddo A, Whitelock D (2015) Correlations between automated rhetorical analysis and tutors’ grades on student essays. In: Proceedings of the fifth international conference on learning analytics and knowledge. ACM, pp 355–359
Sinclair J, Kalvala S (2015) Engagement measures in massive open online courses. In: International workshop on learning technology for education in cloud. Springer International Publishing, pp 3–15
Slade S, Prinsloo P (2013) Learning analytics ethical issues and dilemmas. Am Behav Sci 57(10):1510–1529
Softic S, Taraghi B, Ebner M, De Vocht L, Mannens E, Van de Walle R (2013) Monitoring learning activities in PLE using semantic modelling of learner behaviour. Human factors in computing and informatics. Springer, Berlin, pp 74–90
Strang KD (2016) Beyond engagement analytics: which online mixed-data factors predict student learning outcomes? Education and information technologies, pp 1–21
Swenson J (2014) Establishing an ethical literacy for learning analytics. In: Proceedings of the fourth international conference on learning analytics and knowledge. ACM, pp 246–250
Tervakari AM, Marttila J, Kailanto M, Huhtamäki J, Koro J, Silius K (2013) Developing learning analytics for TUT Circle. Open and social technologies for networked learning. Springer, Berlin, pp 101–110
Tseng SF, Tsao YW, Yu LC, Chan CL, Lai KR (2016) Who will pass? Analyzing learner behaviors in MOOCs. Res Pract Technol Enhanced Learning 11(1):1
Vahdat M, Oneto L, Anguita D, Funk M, Rauterberg M (2015) A learning analytics approach to correlate the academic achievements of students with interaction data from an educational simulator. In: Design for teaching and learning in a networked world. Springer International Publishing, pp 352–366
van Barneveld A, Arnold KE, Campbell JP (2012) Analytics in higher education: establishing a common language. EDUCAUSE Learning Initiative 1:1–11
Vozniuk A, Holzer A, Gillet D (2014) Peer assessment based on ratings in a social media course. In: Proceedings of the fourth international conference on learning analytics and knowledge. ACM, pp 133–137
Westera W, Nadolski R, Hummel H (2013) Learning analytics in serious gaming: uncovering the hidden treasury of game log files. In: international conference on games and learning alliance. Springer International Publishing, pp 41–52
Wise AF (2014) Designing pedagogical interventions to support student use of learning analytics. In: Proceedings of the fourth international conference on learning analytics and knowledge. ACM, pp 203–211
Wolff A, Zdrahal Z, Nikolov A, Pantucek M (2013) Improving retention: predicting at-risk students by analysing clicking behaviour in a virtual learning environment. In: Proceedings of the third international conference on learning analytics and knowledge. ACM, pp 145–149
Wu IC, Chen WS (2013) Evaluating the practices in the e-learning platform from the perspective of knowledge management. Open and social technologies for networked learning. Springer, Berlin, pp 81–90
Yasmin D (2013) Application of the classification tree model in predicting learner dropout behaviour in open and distance learning. Dis Educ 34(2):218–231
Acknowledgements
This research project is co-funded by the European Commission Erasmus+ program, in the context of the project 562167-EPP-1-2015-1-BE-EPPKA3-PI-FORWARD.
Author information
Authors and Affiliations
Corresponding authors
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing AG
About this chapter
Cite this chapter
Leitner, P., Khalil, M., Ebner, M. (2017). Learning Analytics in Higher Education—A Literature Review. In: Peña-Ayala, A. (eds) Learning Analytics: Fundaments, Applications, and Trends. Studies in Systems, Decision and Control, vol 94. Springer, Cham. https://doi.org/10.1007/978-3-319-52977-6_1
Download citation
DOI: https://doi.org/10.1007/978-3-319-52977-6_1
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-52976-9
Online ISBN: 978-3-319-52977-6
eBook Packages: EngineeringEngineering (R0)