A conceptual framework of learning analytics role in feedback practices in higher education

Previous studies have shown a great potential for learning analytics (LA) to support and enhance feedback practices, especially within higher education contexts. However, a few studies have tried to provide an comprehensive overview and a conceptual framework of LA role in supporting feedback activities to better guide future LA users for feedback purposes in higher education. This review study followed PRISMA method to review and analyze studies. In addition, we adopted a well-known LA model as a theoretical framework to report current state of LA role for promoting feedback practices in higher education and then we proposed a framework conceptualizing four dimensions of LA for feedback including who (stakeholders), why (objectives), what (types of data), and how (methods). The results of this study provide a clear picture of LA role in supporting feedback practices within higher education contexts and it can help with effective adoption of LA-based feedback. Furthermore, the results of this study can be used as a starting point for future empirical studies in LA-based feedback.