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

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dc.contributor.authorFerguson, Rebecca
dc.contributor.authorKhosravi, Hassan
dc.contributor.authorKovanović, Vitomir
dc.contributor.authorViberg, Olga
dc.contributor.authorChen, Lujie Karen
dc.contributor.authoret al.
dc.date.accessioned2023-09-22T14:28:21Z
dc.date.available2023-09-22T14:28:21Z
dc.date.issued2023-08-30
dc.descriptionAuthors: - 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, Maxvan Haastrecht, Anouschka van Leeuwen, Lars van Rijn, Yi-Shan Tsai, Joshua Weidlich, Kimberly Williamson and Veronica X. Yanen_US
dc.description.abstractTo 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 issueen_US
dc.description.urihttps://learning-analytics.info/index.php/JLA/article/view/8197en_US
dc.format.extent37 pagesen_US
dc.genrejournal articlesen_US
dc.identifierdoi:10.13016/m295jb-q6va
dc.identifier.citationFerguson, 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.en_US
dc.identifier.urihttps://doi.org/10.18608/jla.2023.8197
dc.identifier.urihttp://hdl.handle.net/11603/29823
dc.language.isoen_USen_US
dc.publisherSociety for Learning Analytics Researchen_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Information Systems Department Collection
dc.relation.ispartofUMBC Faculty Collection
dc.rightsThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.en_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)*
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.titleAligning the Goals of Learning Analytics with its Research Scholarship: An Open Peer Commentary Approachen_US
dc.typeTexten_US
dcterms.creatorhttps://orcid.org/0000-0002-7185-8405en_US

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