Learning analytics to support the provision of feedback in higher education: a systematic literature review

Ana-Gabriela Nunez Avila; Ivan Francisco Silva Feraud; Lizandro Damian Solano-Quinde; Miguel Zuniga-Prieto; Vanessa Echeverria; Tinne De Laet

doi:10.1109/LACLO56648.2022.10013324

Learning analytics to support the provision of feedback in higher education: a systematic literature review

Ana-Gabriela Nunez Avila, Ivan Francisco Silva Feraud, Lizandro Damian Solano-Quinde, Miguel Zuniga-Prieto, Vanessa Echeverria, Tinne De Laet

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

4 Citations (Scopus)

Abstract

The digital transformation in higher education (HE) makes it important for students to acquire self-regulated learning (SRL) skills. Timely feedback is considered a powerful means for developing these skills, and learning analytics (LA) is a promising approach for high-quality and scalable feedback. This paper presents a systematic literature review on LA feedback tools to improve SRL skills in HE hereby contributing to the understanding of the current state of the art and the identification of remaining existing gaps. After reviewing 31 articles, our results indicate that research on LA feedback tools to support SRL is relatively limited and these investigations often lack a solid theoretical basis in SRL. We also found that these LA feedback tools are mostly targeted to students, and that there is a limited evaluation of the impact of these LA feedback tools. This systematic literature review calls to action to perform empirical research for measuring the impact of these tools.

Original language	English
Title of host publication	LACLO 2022, 17th Latin American Conference on Learning Technologies - LACLO
Editors	Mario Chacón Rivas, Antonio Silva Sprock
Place of Publication	Piscataway NJ USA
Publisher	IEEE, Institute of Electrical and Electronics Engineers
Number of pages	8
ISBN (Electronic)	9781665465212
ISBN (Print)	9781665465229
DOIs	https://doi.org/10.1109/LACLO56648.2022.10013324
Publication status	Published - 2022
Externally published	Yes
Event	Latin American Conference on Learning Technologies 2022 - Armenia, Colombia Duration: 17 Oct 2022 → 21 Oct 2022 Conference number: 17th https://ieeexplore.ieee.org/xpl/conhome/10013358/proceeding (Proceedings) https://www.laclo2022.co/ (Website)

Conference

Conference	Latin American Conference on Learning Technologies 2022
Abbreviated title	LACLO 2022
Country/Territory	Colombia
City	Armenia
Period	17/10/22 → 21/10/22
Internet address	https://ieeexplore.ieee.org/xpl/conhome/10013358/proceeding (Proceedings) https://www.laclo2022.co/ (Website)

Keywords

Feedback
Higher Education 1
Learning analytics
Self-Regulation Learning
Time Management

Access to Document

10.1109/LACLO56648.2022.10013324

Cite this

Avila, A.-G. N., Silva Feraud, I. F., Solano-Quinde, L. D., Zuniga-Prieto, M., Echeverria, V., & De Laet, T. (2022). Learning analytics to support the provision of feedback in higher education: a systematic literature review. In M. Chacón Rivas, & A. Silva Sprock (Eds.), LACLO 2022, 17th Latin American Conference on Learning Technologies - LACLO Article 163 IEEE, Institute of Electrical and Electronics Engineers. https://doi.org/10.1109/LACLO56648.2022.10013324

Avila, Ana-Gabriela Nunez ; Silva Feraud, Ivan Francisco ; Solano-Quinde, Lizandro Damian et al. / Learning analytics to support the provision of feedback in higher education : a systematic literature review. LACLO 2022, 17th Latin American Conference on Learning Technologies - LACLO. editor / Mario Chacón Rivas ; Antonio Silva Sprock. Piscataway NJ USA : IEEE, Institute of Electrical and Electronics Engineers, 2022.

@inproceedings{39b986d1a0e245eb8aba9c0088a6f89f,

title = "Learning analytics to support the provision of feedback in higher education: a systematic literature review",

abstract = "The digital transformation in higher education (HE) makes it important for students to acquire self-regulated learning (SRL) skills. Timely feedback is considered a powerful means for developing these skills, and learning analytics (LA) is a promising approach for high-quality and scalable feedback. This paper presents a systematic literature review on LA feedback tools to improve SRL skills in HE hereby contributing to the understanding of the current state of the art and the identification of remaining existing gaps. After reviewing 31 articles, our results indicate that research on LA feedback tools to support SRL is relatively limited and these investigations often lack a solid theoretical basis in SRL. We also found that these LA feedback tools are mostly targeted to students, and that there is a limited evaluation of the impact of these LA feedback tools. This systematic literature review calls to action to perform empirical research for measuring the impact of these tools.",

keywords = "Feedback, Higher Education 1, Learning analytics, Self-Regulation Learning, Time Management",

author = "Avila, {Ana-Gabriela Nunez} and {Silva Feraud}, {Ivan Francisco} and Solano-Quinde, {Lizandro Damian} and Miguel Zuniga-Prieto and Vanessa Echeverria and {De Laet}, Tinne",

note = "Funding Information: This work was supported by LATHEE (Learning Analytics Tailored to Higher Education in Ecuador) project (EC2020SIN321A101), which is co-financed by VLIR-UOS, implemented jointly by the Universidad de Cuenca, the Escuela Superior Polit{\'e}cnica del Litoral (ESPOL) and the Katholieke Universiteit Leuven (KU Leuven). Publisher Copyright: {\textcopyright} 2022 IEEE.; Latin American Conference on Learning Technologies 2022, LACLO 2022 ; Conference date: 17-10-2022 Through 21-10-2022",

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doi = "10.1109/LACLO56648.2022.10013324",

language = "English",

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editor = "{Chac{\'o}n Rivas}, Mario and {Silva Sprock}, Antonio",

booktitle = "LACLO 2022, 17th Latin American Conference on Learning Technologies - LACLO",

publisher = "IEEE, Institute of Electrical and Electronics Engineers",

address = "United States of America",

url = "https://ieeexplore.ieee.org/xpl/conhome/10013358/proceeding, https://www.laclo2022.co/",

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Avila, A-GN, Silva Feraud, IF, Solano-Quinde, LD, Zuniga-Prieto, M, Echeverria, V & De Laet, T 2022, Learning analytics to support the provision of feedback in higher education: a systematic literature review. in M Chacón Rivas & A Silva Sprock (eds), LACLO 2022, 17th Latin American Conference on Learning Technologies - LACLO., 163, IEEE, Institute of Electrical and Electronics Engineers, Piscataway NJ USA, Latin American Conference on Learning Technologies 2022, Armenia, Colombia, 17/10/22. https://doi.org/10.1109/LACLO56648.2022.10013324

Learning analytics to support the provision of feedback in higher education: a systematic literature review. / Avila, Ana-Gabriela Nunez; Silva Feraud, Ivan Francisco; Solano-Quinde, Lizandro Damian et al.
LACLO 2022, 17th Latin American Conference on Learning Technologies - LACLO. ed. / Mario Chacón Rivas; Antonio Silva Sprock. Piscataway NJ USA: IEEE, Institute of Electrical and Electronics Engineers, 2022. 163.

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

TY - GEN

T1 - Learning analytics to support the provision of feedback in higher education

T2 - Latin American Conference on Learning Technologies 2022

AU - Avila, Ana-Gabriela Nunez

AU - Silva Feraud, Ivan Francisco

AU - Solano-Quinde, Lizandro Damian

AU - Zuniga-Prieto, Miguel

AU - Echeverria, Vanessa

AU - De Laet, Tinne

N1 - Conference code: 17th

PY - 2022

Y1 - 2022

N2 - The digital transformation in higher education (HE) makes it important for students to acquire self-regulated learning (SRL) skills. Timely feedback is considered a powerful means for developing these skills, and learning analytics (LA) is a promising approach for high-quality and scalable feedback. This paper presents a systematic literature review on LA feedback tools to improve SRL skills in HE hereby contributing to the understanding of the current state of the art and the identification of remaining existing gaps. After reviewing 31 articles, our results indicate that research on LA feedback tools to support SRL is relatively limited and these investigations often lack a solid theoretical basis in SRL. We also found that these LA feedback tools are mostly targeted to students, and that there is a limited evaluation of the impact of these LA feedback tools. This systematic literature review calls to action to perform empirical research for measuring the impact of these tools.

AB - The digital transformation in higher education (HE) makes it important for students to acquire self-regulated learning (SRL) skills. Timely feedback is considered a powerful means for developing these skills, and learning analytics (LA) is a promising approach for high-quality and scalable feedback. This paper presents a systematic literature review on LA feedback tools to improve SRL skills in HE hereby contributing to the understanding of the current state of the art and the identification of remaining existing gaps. After reviewing 31 articles, our results indicate that research on LA feedback tools to support SRL is relatively limited and these investigations often lack a solid theoretical basis in SRL. We also found that these LA feedback tools are mostly targeted to students, and that there is a limited evaluation of the impact of these LA feedback tools. This systematic literature review calls to action to perform empirical research for measuring the impact of these tools.

KW - Feedback

KW - Higher Education 1

KW - Learning analytics

KW - Self-Regulation Learning

KW - Time Management

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U2 - 10.1109/LACLO56648.2022.10013324

DO - 10.1109/LACLO56648.2022.10013324

M3 - Conference Paper

AN - SCOPUS:85147730377

SN - 9781665465229

BT - LACLO 2022, 17th Latin American Conference on Learning Technologies - LACLO

A2 - Chacón Rivas, Mario

A2 - Silva Sprock, Antonio

PB - IEEE, Institute of Electrical and Electronics Engineers

CY - Piscataway NJ USA

Y2 - 17 October 2022 through 21 October 2022

ER -

Avila AGN, Silva Feraud IF, Solano-Quinde LD, Zuniga-Prieto M, Echeverria V, De Laet T. Learning analytics to support the provision of feedback in higher education: a systematic literature review. In Chacón Rivas M, Silva Sprock A, editors, LACLO 2022, 17th Latin American Conference on Learning Technologies - LACLO. Piscataway NJ USA: IEEE, Institute of Electrical and Electronics Engineers. 2022. 163 doi: 10.1109/LACLO56648.2022.10013324

Learning analytics to support the provision of feedback in higher education: a systematic literature review

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Keywords

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