From Theory Use to Theory Building in Learning Analytics: A Commentary on “Learning Analytics to Support Teachers during Synchronous CSCL”

Authors

DOI:

https://doi.org/10.18608/jla.2015.22.12

Keywords:

learning theory, learning analytics, theory building

Abstract

In this commentary on Van Leeuwen (this issue), I explore the relation between theory and practice in learning analytics. Specifically, I caution the issue of adhering to one specific theoretical doctrine while ignoring others, suggest deeper application of the cognitive load theory to understanding teaching with analytics tools, and comment on issues with theory building in the nascent field of learning analytics.

Author Biography

Bodong Chen, University of Minnesota - Twin Cities

Assistant Professor, Learning Technologies
Department of Curriculum and Instruction
College of Education and Human Development
University of Minnesota - Twin Cities

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Published

2015-12-07

How to Cite

Chen, B. (2015). From Theory Use to Theory Building in Learning Analytics: A Commentary on “Learning Analytics to Support Teachers during Synchronous CSCL”. Journal of Learning Analytics, 2(2), 163-168. https://doi.org/10.18608/jla.2015.22.12

Issue

Vol. 2 No. 2 (2015): Learning Analytics and Learning Theory

Section

Special Section: Learning Analytics and Learning Theory

License

Copyright (c) 2015 Journal of Learning Analytics

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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