TY - JOUR
T1 - A systematic review of the role of learning analytics in enhancing feedback practices in higher education
AU - Banihashem, S.K.
AU - Noroozi, O.
AU - van Ginkel, Stan
AU - Macfadyen, Leah P.
AU - Biemans, H.J.A.
PY - 2022/11
Y1 - 2022/11
N2 - 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.
AB - 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.
U2 - 10.1016/j.edurev.2022.100489
DO - 10.1016/j.edurev.2022.100489
M3 - Article
SN - 1747-938X
VL - 37
JO - Educational Research Review
JF - Educational Research Review
M1 - 100489
ER -