Materials for further reading
Bodily, R., & Verbert, K. (2017). Review of research on student-facing learning analytics dashboards and educational recommender systems. IEEE Transactions on Learning Technologies, 10(4), 405-418. DOI: 10.1109/TLT.2017.2740172
Charleer, S., Moere, A. V., Klerkx, J., Verbert, K., & De Laet, T. (2017). Learning analytics dashboards to support adviser-student dialogue. IEEE Transactions on Learning Technologies, 11(3), 389-399. DOI: 10.1109/TLT.2017.2720670
Emplit, P. and Zhang, T. (2020). Evidence-based approaches to learning and teaching, Learning and Teaching Paper #11, Thematic peer group report, EUA. https://eua.eu/downloads/publications/eua%20report%20evidence-based%20approaches_web.pdf
Er, E., Dimitriadis, Y. & Gasevic, D. (2021). Collaborative peer feedback and learning analytics: theory oriented design for supporting class-wide interventions, ASSESSMENT & EVALUATION IN HIGHER EDUCATION, VOL. 46, NO. 2, 169–190 https://doi.org/10.1080/02602938.2020.1764490
Holmes, W., Nguyen, Q., Zhang, J., Mavrikis, M., & Rienties, B. (2019). Learning analytics for learning design in online distance learning, Distance Education, https://doi.org/10.1080/01587919.2019.1637716
Kitto, K., & Knight, S. (2019). Practical ethics for building learning analytics. British Journal of Educational Technology, 50(6), 2855-2870. https://doi.org/10.1111/bjet.12868
Matcha, W., Gašević, D., & Pardo, A. (2019). A systematic review of empirical studies on learning analytics dashboards: A self-regulated learning perspective. IEEE Transactions on Learning Technologies, 13(2), 226-245. DOI: 10.1109/TLT.2019.2916802
Punie, Y., editor(s), Redecker, C., European Framework for the Digital Competence of Educators: DigCompEdu, EUR 28775 EN, Publications Office of the European Union, Luxembourg, 2017. Retrieved from: https://op.europa.eu/en/publication-detail/-/publication/fcc33b68-d581-11e7-a5b9-01aa75ed71a1/language-en
Schumacher, C., & Ifenthaler, D. (2018). Features students really expect from learning analytics. Computers in Human Behavior, 78, 397-407.
Sclater, N., Peasgood, A., and Mullan, J. (2016). Learning Analytics in Higher Education. Bristol: JISC.
Sedrakyan, G., Malmberg, J., Verbert, K., Järvelä, S., & Kirschner, P. A. (2020). Linking learning behavior analytics and learning science concepts: Designing a learning analytics dashboard for feedback to support learning regulation. Computers in Human Behavior, 107, 105512. https://doi.org/10.1016/j.chb.2018.05.004
Silvola, A., Näykki, P., Kaveri, A., & Muukkonen, H. (2021).
Expectations for supporting student engagement with learning analytics: An
academic path perspective. Computers & Education, 168, 104192. https://doi.org/10.1016/j.compedu.2021.104192
Trespalacios, J., & Perkins, R. (2016). Sense of community, perceived learning, and achievement relationships in an online graduate course. Turkish Online Journal of Distance Education, 17(3), 31-49. DOI:10.17718/tojde.12984
Volungevičienė, A. (2021). Data Analysis of Case Study Examples. In Learning Analytics: a Metacognitive Tool to Engage Students (pp. 73-170). Sciendo.
https://doi.org/10.2478/9788366675643-005.
https://www.sciendo.com/pl/chapter/9788366675643/10.2478/9788366675643-005