Putting learning back into learning analytics: actions for policy makers, researchers, and practitioners

Dirk Ifenthaler, David Gibson, Doreen Prasse, Atsushi Shimada, Masanori Yamada

Research output: Contribution to journalArticlepeer-review

25 Citations (Scopus)


This paper is based on (a) a literature review focussing on the impact of learning analytics on supporting learning and teaching, (b) a Delphi study involving international expert discussion on current opportunities and challenges of learning analytics as well as (c) outlining a research agenda for closing identified research gaps. Issues and challenges facing educators linked to learning analytics and current research gaps were organised into four themes, the further development of which by the expert panel, led to six strategy and action areas. The four themes are 1. development of data literacy in all stakeholders, 2. updating of guiding principles and policies of educational data, 3. standards needed for ethical practices with data quality assurance, and 4. flexible user-centred design for a variety of users of analytics, starting with learners and ensuring that learners and learning is not harmed. The strategies and actions are outcomes of the expert panel discussion and are offered as provocations to organise and focus the researcher, policymaker and practitioner dialogs needed to make progress in the field.

Original languageEnglish
Pages (from-to)2131-2150
Number of pages20
JournalEducational Technology Research and Development
Issue number4
Publication statusPublished - Aug 2021

All Science Journal Classification (ASJC) codes

  • Education


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