Aligning the Goals of Learning Analytics with its Research Scholarship: An Open Peer Commentary Approach

Rebecca  Ferguson; Hassan Khosravi; Vitomir Kovanović; Olga Viberg; Ashish Aggarwal; Matthieu Brinkhuis; Simon Buckingham Shum; Lujie Karen Chen; Hendrik Drachsler; Valerie A. Guerrero; Michael Hanses; Caitlin Hayward; Ben Hicks; Ioana Jivet; Kirsty Kitto; René Kizilcec; Jason M. Lodge; Catherine A. Manly; Rebecca L. Matz; Michael J. Meaney; Xavier Ochoa; Brendan A. Schuetze; Marco Spruit; Max van Haastrecht; Anouschka van Leeuwen; Lars van Rijn; Yi-Shan Tsai; Joshua Weidlich; Kimberly Williamson; Veronica X. Yan

doi:10.18608/jla.2023.8197

Authors

Rebecca Ferguson The Open University http://orcid.org/0000-0002-8566-8231
Hassan Khosravi University of Queensland http://orcid.org/0000-0001-8664-6117
Vitomir Kovanović The University of South Australia https://orcid.org/0000-0001-9694-6033
Olga Viberg KTH Royal Institute of Technology https://orcid.org/0000-0002-8543-3774
Ashish Aggarwal University of Florida https://orcid.org/0000-0002-8365-3810
Matthieu Brinkhuis Utrecht University https://orcid.org/0000-0003-1054-6683
Simon Buckingham Shum University of Technology Sydney https://orcid.org/0000-0002-6334-7429
Lujie Karen Chen University of Maryland Baltimore County https://orcid.org/0000-0002-7185-8405
Hendrik Drachsler DIPF - Leibniz-Institute for Research and Information in Education https://orcid.org/0000-0001-8407-5314
Valerie A. Guerrero Stevens Institute of Technology https://orcid.org/0009-0003-3625-0263
Michael Hanses FernUniversität in Hagen https://orcid.org/0009-0004-3365-6273
Caitlin Hayward University of Michigan https://orcid.org/0000-0001-5078-709X
Ben Hicks University of Technology Sydney https://orcid.org/0000-0003-4062-6035
Ioana Jivet Goethe University Frankfurt & Leibniz Institute for Research and Information in Education https://orcid.org/0000-0002-8715-2642
Kirsty Kitto University of Technology Sydney https://orcid.org/0000-0001-7642-7121
René Kizilcec Cornell University https://orcid.org/0000-0001-6283-5546
Jason M. Lodge The University of Queensland https://orcid.org/0000-0001-6330-6160
Catherine A. Manly Fairleigh Dickinson University https://orcid.org/0000-0001-8472-2315
Rebecca L. Matz University of Michigan https://orcid.org/0000-0002-8220-7720
Michael J. Meaney Arizona State University https://orcid.org/0000-0002-4497-0362
Xavier Ochoa New York University https://orcid.org/0000-0002-4371-7701
Brendan A. Schuetze University of Potsdam https://orcid.org/0000-0002-5210-6785
Marco Spruit Leiden University Medical Center & Leiden University https://orcid.org/0000-0002-9237-221X
Max van Haastrecht Leiden University https://orcid.org/0000-0002-4195-0585
Anouschka van Leeuwen Utrecht University https://orcid.org/0000-0003-2970-1380
Lars van Rijn FernUniversitat in Hagen https://orcid.org/0000-0002-8381-2666
Yi-Shan Tsai Monash University https://orcid.org/0000-0001-8967-5327
Joshua Weidlich DIPF - Leibniz-Institute for Research and Information in Education https://orcid.org/0000-0002-1926-5127
Kimberly Williamson Cornell University https://orcid.org/0000-0002-7693-3195
Veronica X. Yan The University of Texas at Austin https://orcid.org/0000-0002-3988-3184

DOI:

https://doi.org/10.18608/jla.2023.8197

Keywords:

action research, aptitude-by-treatment interaction, behaviourism, causal models, cognitivism, collaboration, constructivism, curricular analytics, distance education, educational epidemiology, educational psychology, educational science, epistemology, equity, evidence of learning, impact, incentives, inequality, intervention, learning analytics, learning analytics loop, learning analytics research, learning analytics theory, learning outcome, learning outcomes, learning process, learning processes, learning sciences, learning theories, learning-performance distinction, massive open online courses, measuring learning, research projects, social justice, structural, realism, systems, theory, treatment effect heterogeneity, commentary paper

Abstract

To promote cross-community dialogue on matters of significance within the field of learning analytics (LA), we as editors-in-chief of the Journal of Learning Analytics (JLA) have introduced a section for papers that are open to peer commentary. An invitation to submit proposals for commentaries on the paper was released, and 12 of these proposals were accepted. The 26 authors of the accepted commentaries are based in Europe, North America, and Australia. They range in experience from PhD students and early-career researchers to some of the longest-standing, most senior members of the learning analytics community. This paper brings those commentaries together, and we recommend reading it as a companion piece to the original paper by Motz et al. (2023), which also appears in this issue

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Aligning the Goals of Learning Analytics with its Research Scholarship

An Open Peer Commentary Approach

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