Applications of Learning Analytics in Latin America

Isabel Hilliger; Héctor  G. Ceballos; Jorge  Maldonado-Mahauad; Rafael Ferreira

doi:10.18608/jla.2024.8409

Authors

Isabel Hilliger Pontificia Universidad Católica de Chile https://orcid.org/0000-0001-5270-7655
Héctor G. Ceballos Tecnológico de Monterrey https://orcid.org/0000-0002-2460-3442
Jorge Maldonado-Mahauad Universidad de Cuenca https://orcid.org/0000-0003-1953-390X
Rafael Ferreira Universidade Federal Rural de Pernambuco https://orcid.org/0000-0003-3548-9670

DOI:

https://doi.org/10.18608/jla.2024.8409

Keywords:

Latin America, qualitative research, decision making in higher education, learning analytics tools, maturity model, editorial

Abstract

Learning analytics (LA) is a key research domain within educational technology. This field harnesses data analysis, unlocking tangible advantages for educators and learners. Despite extensive research, geographical disparities in adoption remain, with certain regions still in developing stages. Within this scenario, Latin America has been adopting LA to address specific educational challenges, including reducing quality disparities and dropout rates. However, the region confronts limitations for adoption, such as infrastructure, a lack of widespread data literacy, and regulatory constraints, all of which impede broader implementation. In this context, this special issue, titled “Applications of Learning Analytics in Latin America,” intends to present a comprehensive perspective on LA’s deployment across the continent, highlighting its current state and potential growth. In this editorial, we curate a selection of relevant papers, each delving into diverse facets of LA’s application within Latin American contexts. These papers exemplify practical implementations and discuss the implications and possible future trajectories for LA research, especially tailored for the Latin American academic community.

References

Bautista Godínez, T., Castañeda Garza, G., Pérez Mora, R., Ceballos Cancino, H. G., Luna de la Luz, V., Moreno Salinas, J. G., Rocıo Zavala-Sierra, I., Santos Sol´orzano, R., Sánchez-Mendiola, M., & Moreno Arellano, C. I. (2024). Perspectives and opportunities for learning analytics integration: A qualitative study in Mexican universities. Journal of Learning Analytics, 11(1), 49–66. https://doi.org/10.18608/jla.2024.8125

Cechinel, C., Ochoa, X., Lemos dos Santos, H., Carvalho Nunes, J. B., Rodés, V., & Marques Queiroga, E. (2020). Mapping learning analytics initiatives in Latin America. British Journal of Educational Technology, 51(4), 892–914. https://doi.org/10.1111/bjet.12941

Freitas, E., Fonseca, F., Garcia, V., Pontual Falcão, T., Marques, E., Gašević, D., & Ferreira Mello, R. (2024). MMALA: Developing and evaluating a Maturity Model for Adopting Learning Analytics. Journal of Learning Analytics, 11(1), 67–86. https://doi.org/10.18608/jla.2024.8099

Hilliger, I., Ortiz-Rojas, M., Pesántez-Cabrera, P., Scheihing, E., Tsai, Y.-S., Muñoz-Merino, P. J., Broos, T., Whitelock-Wainwright, A., Gašević, D., & Pérez-Sanagustín, M. (2020). Towards learning analytics adoption: A mixed methods study of data-related practices and policies in Latin American universities. British Journal of Educational Technology, 51(4), 915–937. https://doi.org/10.1111/bjet.12933

Hilliger, I., Ortiz-Rojas, M., Pesántez-Cabrera, P., Scheihing, E., Tsai, Y.-S., Muñoz-Merino, P. J., Broos, T., Whitelock-Wainwright, A., & Pérez-Sanagustín, M. (2020). Identifying needs for learning analytics adoption in Latin American universities: A mixed-methods approach. The Internet and Higher Education, 45, 100726. https://doi.org/10.1016/j.iheduc.2020.100726

Kotorov, I., Krasylnykova, Y., Pérez-Sanagustín, M., Mansilla, F., & Broisin, J. (2024). Supporting decision-making for promoting teaching and learning innovation: A multiple case study. Journal of Learning Analytics, 11(1), 21–36. https://doi.org/10.18608/jla.2024.8131

Kovanovic, V., Mazziotti, C., & Lodge, J. (2021). Learning analytics for primary and secondary schools. Journal of Learning Analytics, 8(2), 1–5. https://doi.org/10.18608/jla.2021.7543

Maldonado-Mahauad, J., Hilliger, I., De Laet, T., Millecamp, M., Verbert, K., Ochoa, X., & Pérez-Sanagustín, M. (2018). The LALA project: Building capacity to use learning analytics to improve higher education in Latin America. In A. Pardo, K. Bartimote, G. Lynch, S. Buckingham Shum, R. F. A. Merceron, & X. Ochoa (Eds.), Companion Proceedings of the Eighth International Conference on Learning Analytics and Knowledge (LAK 2018), 7–9 March 2018, Sydney, Australia (pp. 630–637). SoLAR. https://drive.google.com/file/d/1wN-swZRDiWjf9W4kY25YjA4uyxlWHDcy/view

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Pontual Falcão, T., Ferreira Mello, R., & Lins Rodrigues, R. (2020). Applications of learning analytics in Latin America. British Journal of Educational Technology, 51(4), 871–874. https://doi.org/10.1111/bjet.12978

Talamás-Carvajal, J. A., Ceballos, H. G., & Ramírez-Montoya, M.-S. (2024). Identification of complex thinking related competencies: The building blocks of reasoning for complexity. Journal of Learning Analytics, 11(1), 37–48. https://doi.org/10.18608/jla.2024.8079

Villalobos Díaz, E., Hilliger, I., Gonzalez, C., Celis, S., Pérez-Sanagustín, M., & Broisin, J. (2024). The mediating role of learning analytics: Insights into students’ approaches to learning and academic achievement in Latin America. Journal of Learning Analytics, 11(1), 6–20. https://doi.org/10.18608/jla.2024.8149

Applications of Learning Analytics in Latin America

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