Social Learning Analytics

By Simon Buckingham Shum, Rebecca Ferguson. J. Educ. Technol. Soc., 2012

567 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d399bbad1e35903f6afd62b9ddf51e832e39af40

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Citations in the corpus

MOOCs and the funnel of participation (2013, background): “On the other hand, some learning analytics technologies present fewer issues in a non-formal context, such as recommendation engines and other semantic technologies, content analytics [23], social network analysis and visualisation (for an arresting example applied to a MOOC, see [10]), and social l”
Learning Analytics Methods, Benefits, and Challenges in Higher Education: A Systematic Literature Review. (2016, methodology): “…Sharda, Adomako Asamoah, and Ponna (2013) Xu and Recker (2012) Learning Analytics Challenges Bottles, Begoli, and Worley (2014) Brown (2012) Buckingham Shum and Ferguson (2012) Dyckhoff, Zielke, Bültmann, Chatti, and Schroeder (2012) Johnson, Smith, Willis, Levine, and Haywood (2011) Kay, Korn,…”
Utilising learning analytics to support study success in higher education: a systematic review (2020, unknown): “Other lesser observed instructional design components in learning analytics are the social impact on learning (Buckingham Shum and Ferguson 2012) and the means of collaborative learning (Gašević et al. 2019).”
Learning Analytics for Learning Design: A Systematic Literature Review of Analytics-Driven Design to Enhance Learning (2019, background): “[96]; 2) failure of thoughtful design to encourage and shape analytics use [48]; 3) failure to ground and tie analytics metrics to learners’ goals and expectations [7].”
Using learning analytics to predict (and improve) student success: a faculty perspective (2013, background): “Similarly, Shum and Ferguson (2012) describe several tools that can be used for social network analysis in the context of learning.”
The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules (2016, background): “In terms of social LA conceptualisations, the next five categories describe different options available to teachers to create an interactive, social learning environment (Buckingham Shum & Ferguson, 2012; Ferguson & Buckingham Shum, 2012; Hickey et al., 2014).”
In search for the most informative data for feedback generation: Learning analytics in a data-rich context (2015, methodology): “…a combination of LMS data with intentionally collected data, such as self-report data stemming from student responses to surveys, is an exception rather than the rule in learning analytics (Author A, 2013a; Buckingham Shum & Ferguson, 2012; Greller & Drachsler, 2012; Macfadyen & Dawson, 2010).”