The purpose of this study was to examine and describe the nature of the research to practice gap in learning analytics applications in K12 educational settings. It was also the purpose of this study to characterize how learning analytics are currently implemented and understood. A secondary objective of this research was to advance a preliminary learning analytics implementation framework for practitioners. To achieve these purposes, this study applied quantitative content analysis using automated text analysis techniques to assess the quality of information provided on analytics-based product websites against learning analytics research. Because learning analytics implementations require adoption of analytical tools, characterizing content on analytics-based product websites provides insight into data practices in K12 schools and how learning analytics are practiced and understood. A major finding of this study was that learning analytics do not appear to be applied in ways that will improve learning outcomes for students as described by the research. A second finding was that policy influence expressed in the study corpus suggest competing interests within the current policy structure for K12 education settings. Keywords: quantitative content analysis, automated text analysis, learning analytics, big data, frameworks, educational technology, website content analysis
|Commitee:||Cain, Ebony, Sparks, Paul|
|School Location:||United States -- California|
|Source:||DAI-A 80/04(E), Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Educational technology, Artificial intelligence|
|Keywords:||Automated text analysis, Big data, Content analysis, Educational technology, Learning analytics, Websites|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be