In a context where learning mediated by technology has gained prominence in higher education, learning analytics has become a powerful tool to collect and analyse data with the aim of improving students’ learning. However, learning analytics is part of a young community and its developments deserve further exploration. Some critical stances claim that learning analytics tends to underplay the complexity of teaching-learning processes. By means of both a bibliometric and a content analysis, this paper examines the publication patterns on learning analytics in higher education and their main challenges. 385 papers that were published in WoScc and SciELO indexes between 2013 and 2019 were identified and analysed. Learning analytics is a vibrant and fast-developing community. However, it continues to face multiple and complex challenges, especially regarding students’ learning and their implications. The paper concludes by distinguishing between a practice-based and management-oriented community of learning analytics and an academic-oriented community. Within both communities, though, it seems that the focus is more on analytics than on learning.
In this article, the production of knowledge about what is known in the international literature as ‘the student experience’ is examined. This construct has been researched in the United Kingdom while, in the United States, the “student engagement” has gained traction. Although in Latin America the production of knowledge in higher education has been increasing in the last decade, studies on student experiences are rather scarce, although there are abundant literatures on higher education in general. By means of a bibliometric analysis and a content analysis of articles published between 2000 and 2017 by Latin American authors in two recognized indexes (Web of Science and SciELO), this article examines the production of knowledge about higher education students' experiences from a geopolitics of knowledge perspective. The results show that, in Latin America, there is a diverse production of knowledge about higher education students, and given this plurality, the concept of “epistemic polyphony” is proposed. On the one hand, there is an epistemic predominance of Anglo-Saxon influences but, on the other hand, it also presents specific features related to higher education systems in the region. The article ends with a reflection on the ways in which knowledge is produced in the Latin American region and how such production has an impact on policies.
El propósito de este análisis es relacionar el marco de la medición de la innovación del Manual de Oslo(Organización para la Cooperación y el Desarrollo Económicos, OECD 2005) con las políticas de diseño. Su importancia radica en que, si bien el diseño ha sido reconocido como motor de desarrollo económico, tanto a nivel micro como macro, entre los académicos y profesionales, no lo es por los creadores de políticas. Lo anterior conlleva a que las políticas de innovación sean una línea académica establecida, mientras que las políticas de diseño sean un campo académico emergente.Para este artículo se analizaron seis políticas de diseño de regiones o países europeos, en las cuales se identificaron estrategias en las que influyen lineamientos de gobierno e instituciones, infraestructuras, promoción de diseño, sistemas educativos, etc. Estas fueron clasificadas en doce categorías, siguiendo metodologías de análisis de contenido cualitativo.Posteriormente, para cada una de las doce categorías se realizó una matriz DOFA, lo que permitió evidenciar la relación de estas con los diferentes agentes del marco para la medición de la innovación, además de comparar su nivel de implementación en las seis políticas de diseño seleccionadas.Esta relación gráfica sirvió para visualizar que los vínculos existentes entre los agentes del sistema son los mismos que hay entre categorías, por lo tanto, las estrategias de las diferentes categorías hacen que se fortalezcan los vínculos y lazos entre los distintos agentes de un sistema de innovación de un país/región. Esta metodología puede ser adaptada para analizar diferentes sistemas o políticas de diseño. Replicar los resultados de esta investigación posibilitaría homologar políticas de diseño latinoamericanas en un contexto globalizado, al permitir compararlas con los sistemas de países punteros.
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