Learning analytics for enhanced professional capital development: a systematic review
Background/MotivationThis article presents a systematic review aimed at examining the utilization of learning analytics (LA) to enhance teachers’ professional capital.AimThe study focuses on three primary research questions: (1) exploring the characteristics and approaches of LA in professional capi...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2024-01-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1302658/full |
| _version_ | 1827376850244993024 |
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| author | Javier de La Hoz-Ruiz Mohammad Khalil Jesús Domingo Segovia Qinyi Liu |
| author_facet | Javier de La Hoz-Ruiz Mohammad Khalil Jesús Domingo Segovia Qinyi Liu |
| author_sort | Javier de La Hoz-Ruiz |
| collection | DOAJ |
| description | Background/MotivationThis article presents a systematic review aimed at examining the utilization of learning analytics (LA) to enhance teachers’ professional capital.AimThe study focuses on three primary research questions: (1) exploring the characteristics and approaches of LA in professional capital, (2) investigating suggestions from LA for assessing and improving professional capital, and (3) examining variables studied in enhancing the most intricate dimension of professional capital using LA.MethodologyTo address the research objectives, a systematic review was conducted focusing on the key concepts “learning analytics” and “professional capital.” Following the procedures outlined encompassed in four stages: identification, screening, inclusion, and adequacy. The PRISMA 2009 protocol guided the systematic review process.Principal findingsThe findings of the study underscore the efficacy of LA as a catalyst for improving professional capital, particularly through collaborative learning and the utilization of tools like forums and online learning platforms. Social capital emerges as a pivotal component in integrating diverse types of professional capital, fostering opportunities for knowledge creation and social networking.Conclusion/SignificanceIn conclusion, the study highlights the paramount significance of addressing teachers’ professional capital development through collaborative approaches and leveraging technology, particularly in primary education. The article concludes by emphasizing the imperative for more research and knowledge dissemination in this field, aiming to ensure equity in learning and address the challenges posed by the COVID−19 pandemic. |
| first_indexed | 2024-03-08T12:28:51Z |
| format | Article |
| id | doaj.art-03608590404c49679916e668d77eb52d |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-03-08T12:28:51Z |
| publishDate | 2024-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-03608590404c49679916e668d77eb52d2024-01-22T04:46:49ZengFrontiers Media S.A.Frontiers in Psychology1664-10782024-01-011510.3389/fpsyg.2024.13026581302658Learning analytics for enhanced professional capital development: a systematic reviewJavier de La Hoz-Ruiz0Mohammad Khalil1Jesús Domingo Segovia2Qinyi Liu3Department of Didactics and School Organization, University of Granada, Granada, SpainCenter for the Science of Learning & Technology, Faculty of Psychology, University of Bergen, Bergen, NorwayDepartment of Didactics and School Organization, University of Granada, Granada, SpainCenter for the Science of Learning & Technology, Faculty of Psychology, University of Bergen, Bergen, NorwayBackground/MotivationThis article presents a systematic review aimed at examining the utilization of learning analytics (LA) to enhance teachers’ professional capital.AimThe study focuses on three primary research questions: (1) exploring the characteristics and approaches of LA in professional capital, (2) investigating suggestions from LA for assessing and improving professional capital, and (3) examining variables studied in enhancing the most intricate dimension of professional capital using LA.MethodologyTo address the research objectives, a systematic review was conducted focusing on the key concepts “learning analytics” and “professional capital.” Following the procedures outlined encompassed in four stages: identification, screening, inclusion, and adequacy. The PRISMA 2009 protocol guided the systematic review process.Principal findingsThe findings of the study underscore the efficacy of LA as a catalyst for improving professional capital, particularly through collaborative learning and the utilization of tools like forums and online learning platforms. Social capital emerges as a pivotal component in integrating diverse types of professional capital, fostering opportunities for knowledge creation and social networking.Conclusion/SignificanceIn conclusion, the study highlights the paramount significance of addressing teachers’ professional capital development through collaborative approaches and leveraging technology, particularly in primary education. The article concludes by emphasizing the imperative for more research and knowledge dissemination in this field, aiming to ensure equity in learning and address the challenges posed by the COVID−19 pandemic.https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1302658/fullprofessional capitallearning analyticssocial capitalprofessional learning communitycommunities of practice |
| spellingShingle | Javier de La Hoz-Ruiz Mohammad Khalil Jesús Domingo Segovia Qinyi Liu Learning analytics for enhanced professional capital development: a systematic review Frontiers in Psychology professional capital learning analytics social capital professional learning community communities of practice |
| title | Learning analytics for enhanced professional capital development: a systematic review |
| title_full | Learning analytics for enhanced professional capital development: a systematic review |
| title_fullStr | Learning analytics for enhanced professional capital development: a systematic review |
| title_full_unstemmed | Learning analytics for enhanced professional capital development: a systematic review |
| title_short | Learning analytics for enhanced professional capital development: a systematic review |
| title_sort | learning analytics for enhanced professional capital development a systematic review |
| topic | professional capital learning analytics social capital professional learning community communities of practice |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1302658/full |
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