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In this commentary on Van Leeuwen (this issue), I explore the relation between theory and practice in learning analytics. Specifically, I caution the issue of adhering to one specific theoretical doctrine while ignoring others, suggest deeper application of the cognitive load theory to understanding teaching with analytics tools, and comment on issues with theory building in the nascent field of learning analytics.

From Theory Use to Theory Building in Learning Analytics: A Commentary on “Learning Analytics to Support Teachers during Synchronous CSCL”