A systematic review of the role of learning analytics in enhancing feedback practices in higher education

S.K. Banihashem*, O. Noroozi, Stan van Ginkel, Leah P. Macfadyen, H.J.A. Biemans

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

Learning analytics (LA) offers new opportunities to enrich feedback practices in higher education, but little is understood about the ways different LA can enhance feedback practices for educators and students. This systematic literature review maps the current state of implementation of LA to improve feedback practices in technology-mediated learning environments in higher education. We used strict inclusion criteria to select relevant studies that have investigated the role of LA on feedback practices. To identify common features of LA for feedback studies, we coded relevant publications using an analytical framework that identifies four key dimensions of LA systems: what (types of data), how (analytic methods), why (objectives), and how educators and students are served by LA (stakeholders). Based on findings, we propose a conceptual framework that can guide the implementation of LA for feedback systems and also suggest future empirical research in this area.
Original languageEnglish
Article number100489
JournalEducational Research Review
Volume37
DOIs
Publication statusPublished - Nov 2022

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