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

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8197-Article Text-39549-2-10-20230902.pdf (2.24 MB)

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https://learning-analytics.info/index.php/JLA/article/view/8197

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https://doi.org/10.18608/jla.2023.8197
 http://hdl.handle.net/11603/29823

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https://orcid.org/0000-0002-7185-8405

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2023-08-30

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journal articles
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Citation of Original Publication

Ferguson, Rebecca, 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, and Veronica X. Yan. 2023. “Aligning the Goals of Learning Analytics With Its Research Scholarship: An Open Peer Commentary Approach”. Journal of Learning Analytics 10 (2):14-50. https://doi.org/10.18608/jla.2023.8197.

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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