Learning Analytics in Open Universities in the Commonwealth: An Unrealised Dream?

dc.contributor.authorPrinsloo, Paul
dc.contributor.authorKhalil, Mohammad
dc.contributor.authorSlade, Sharon
dc.contributor.authorMalan, Melanie
dc.coverage.spatialGlobal
dc.coverage.spatialPan-Commonwealth
dc.date.accessioned2022-08-10T13:56:52Z
dc.date.available2022-08-10T13:56:52Z
dc.date.issued2022-09
dc.description.abstractPCF10 Sub-theme: Inspiring Innovations // Since the emergence of learning analytics, much of the research has emerged from traditional campus-based institutions in the Global North (Prinsloo, 2018, 2020). While learning analytics is not a panacea for all of the challenges faced within distance education with regard to, for example, student retention and throughput, there is evidence that it may impact positively on course design, pedagogical strategy, student support and a deepening of the student learning experience (Blumenstein, 2020; Ifenthaler & Yau, 2020). // This paper reports on the findings of a bibliometric analysis of the state of learning analytics research in 27 Open Universities in the Commonwealth. It confirms that the majority of research is from Open Universities in the Global North. The seeming absence of published research from the Global South raises a number of questions. The paper concludes with observations and pointers for future work. // Paper ID 1192
dc.identifier.doihttps://doi.org/10.56059/pcf10.1192
dc.identifier.urihttp://hdl.handle.net/11599/4121
dc.language.isoen
dc.publisherCommonwealth of Learning (COL)
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/
dc.subjectLearning Analytics
dc.subjectOpen Universities
dc.subjectDeveloping World
dc.subjectDistance Education
dc.titleLearning Analytics in Open Universities in the Commonwealth: An Unrealised Dream?
dc.typeWorking Paper
dspace.entity.type
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