Learning Analytics Considered Harmful

Authors

  • Laurie P Dringus Nova Southeastern University

DOI:

https://doi.org/10.24059/olj.v16i3.272

Keywords:

Learning Analytics, Online Learning, Evalution, Effectiveness, Participation Patterns, Threaded Discussions

Abstract

This essay is written to present a prospective stance on how learning analytics, as a core evaluative approach, must help instructors uncover the important trends and evidence of quality learner data in the online course. A critique is presented of strategic and tactical issues of learning analytics. The approach to the critique is taken through the lens of questioning the current status of applying learning analytics to online courses. The goal of the discussion is twofold: (1) to inform online learning practitioners (e.g., instructors and administrators) of the potential of learning analytics in online courses and (2) to broaden discussion in the research community about the advancement of learning analytics in online learning. In recognizing the full potential of formalizing big data in online coures, the community must address this issue also in the context of the potentially "harmful" application of learning analytics.

Author Biography

Laurie P Dringus, Nova Southeastern University

Laurie P. Dringus, Ph.D., is Professor of Information Systems in the Graduate School of Computer and Information Sciences at Nova Southeastern University. Her research interests include human-computer interaction, information design, and online learning environments. She has published widely several articles and presentations related to the research, design, development, and evaluation of online learning environments. Since 1998, Laurie has served as Editor-in-Chief of The Internet and Higher Education, a refereed international journal published quarterly by Elsevier (http://www.elsevier.com/locate/iheduc).

Published

2012-06-18

Issue

Vol. 16 No. 3 (2012)

Section

Learning Analytics: Special Issue

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