Peer reviewed
Download full textERIC Number: EJ1126936
Record Type: Journal
Publication Date: 2015
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1929-7750
EISSN: N/A
From Theory Use to Theory Building in Learning Analytics: A Commentary on "Learning Analytics to Support Teachers during Synchronous CSCL"
Chen, Bodong
Journal of Learning Analytics, v2 n2 p163-168 2015
In this commentary on Van Leeuwen (2015, this issue), I explore the relation between theory and practice in learning analytics. Specifically, I caution against adhering to one specific theoretical doctrine while ignoring others, suggest deeper applications of cognitive load theory to understanding teaching with analytics tools, and comment on issues with theory building in the nascent field of learning analytics. [For "Learning Analytics to Support Teachers during Synchronous CSCL: Balancing between Overview and Overload," see EJ1126935.]
Descriptors: Data Collection, Data Analysis, Theory Practice Relationship, Learning Theories, Cognitive Processes, Difficulty Level, Computer Assisted Instruction, Cooperative Learning, Definitions, Self Control, Scaffolding (Teaching Technique)
Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: http://learning-analytics.info/journals/index.php/JLA/
Publication Type: Journal Articles; Reports - Evaluative; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
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