TY - JOUR
T1 - Aligning the Goals of Learning Analytics with its Research Scholarship
T2 - An Open Peer Commentary Approach
AU - Ferguson, Rebecca
AU - Khosravi, Hassan
AU - Kovanović, Vitomir
AU - Viberg, Olga
AU - Aggarwal, Ashish
AU - Brinkhuis, Matthieu
AU - Shum, Simon Buckingham
AU - Chen, Lujie Karen
AU - Drachsler, Hendrik
AU - Guerrero, Valerie A.
AU - Hanses, Michael
AU - Hayward, Caitlin
AU - Hicks, Ben
AU - Jivet, Ioana
AU - Kitto, Kirsty
AU - Kizilcec, René
AU - Lodge, Jason M.
AU - Manly, Catherine A.
AU - Matz, Rebecca L.
AU - Meaney, Michael J.
AU - Ochoa, Xavier
AU - Schuetze, Brendan A.
AU - Spruit, Marco
AU - Haastrecht, Max Van
AU - Leeuwen, Anouschka Van
AU - Rijn, Lars Van
AU - Tsai, Yi-Shan
AU - Weidlich, Joshua
AU - Williamson, Kimberly
AU - Yan, Veronica X.
PY - 2023/8/30
Y1 - 2023/8/30
N2 - To 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 issue
AB - To 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 issue
U2 - 10.18608/jla.2023.8197
DO - 10.18608/jla.2023.8197
M3 - Article
SN - 1929-7750
VL - 10
SP - 14
EP - 50
JO - Journal of Learning Analytics
JF - Journal of Learning Analytics
IS - 2
ER -