English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

Learning analytics (LA) is argued to be able to improve learning outcomes,learner support and teaching. However, despite an increasingly expanding amountof student (digital) data accessible from various online education and learningplatforms and the growing interest in LA worldwide as well as considerableresearch efforts already made, there is still little empirical evidence ofimpact on practice that shows the effectiveness of LA in education settings.Based on a selection of theoretical and empirical research, this chapterprovides a critical discussion about the possibilities of collecting and usingstudent data as well as barriers and challenges to overcome in providingdata-informed support to educators' everyday teaching practices. We argue thatin order to increase the impact of data-driven decision-making aimed atstudents' improved learning in education at scale, we need to better understandeducators' needs, their teaching practices and the context in which thesepractices occur, and how to support them in developing relevant knowledge,strategies and skills to facilitate the data-informed process of digitalizationof education.

Desperately seeking the impact of learning analytics in education at scale: Marrying data analysis with teaching and learning