TY - JOUR
T1 - Learning Analytics for Professional and Workplace Learning
T2 - A Literature Review
AU - Ruiz-Calleja, Adolfo
AU - Prieto, Luis P.
AU - Ley, Tobias
AU - Rodríguez-Triana, María Jesús
AU - Dennerlein, Sebastian
N1 - Funding Information:
Manuscript received November 15, 2019; revised February 27, 2021 and March 29, 2021; accepted June 21, 2021. Date of publication June 24, 2021; date of current version September 3, 2021. This work was supported in part by the European Union in the context of CEITER and the Next-Lab Innovation Action, which have received funding from the European Union’s Horizon 2020 Research and Innovation Programme under Grant 669074 and Grant 731685, in part by projects VA257P18 (Regional Government of Castile and Leon, ERDF), TIN2017-85179-C3-2-R (AEI, ERDF). (Corresponding author: Adolfo Ruiz-Calleja.) Adolfo Ruiz-Calleja is with the Valladolid University, 47011 Valladolid, Spain (e-mail: adolfo@gsic.uva.es).
Publisher Copyright:
© 2008-2011 IEEE.
PY - 2021/6/1
Y1 - 2021/6/1
N2 - Despite the ubiquity of learning in workplace and professional settings, the learning analytics (LA) community has paid significant attention to such settings only recently. This may be due to the focus on researching formal learning, as workplace learning is often informal, hard to grasp, and not unequivocally defined. This article summarizes the state of the art of workplace learning analytics (WPLA), extracted from a two-iteration systematic literature review. Our in-depth analysis of 52 existing proposals not only provides a descriptive view of the field, but also reflects on researcher conceptions of learning and their influence on the design, analytics, and technology choices made in this area. We also discuss the characteristics of workplace learning that make WPLA proposals different from LA in formal education contexts and the challenges resulting from this. We found that WPLA is gaining momentum, especially in some fields, like healthcare and education. The focus on theory is generally a positive feature in WPLA, but we encourage a stronger focus on assessing the impact of WPLA in realistic settings.
AB - Despite the ubiquity of learning in workplace and professional settings, the learning analytics (LA) community has paid significant attention to such settings only recently. This may be due to the focus on researching formal learning, as workplace learning is often informal, hard to grasp, and not unequivocally defined. This article summarizes the state of the art of workplace learning analytics (WPLA), extracted from a two-iteration systematic literature review. Our in-depth analysis of 52 existing proposals not only provides a descriptive view of the field, but also reflects on researcher conceptions of learning and their influence on the design, analytics, and technology choices made in this area. We also discuss the characteristics of workplace learning that make WPLA proposals different from LA in formal education contexts and the challenges resulting from this. We found that WPLA is gaining momentum, especially in some fields, like healthcare and education. The focus on theory is generally a positive feature in WPLA, but we encourage a stronger focus on assessing the impact of WPLA in realistic settings.
KW - Learning analytics
KW - learning metaphors
KW - literature review
KW - professional development
KW - workplace learning
KW - workplace learning analytics.
UR - http://www.scopus.com/inward/record.url?scp=85112477712&partnerID=8YFLogxK
U2 - 10.1109/TLT.2021.3092219
DO - 10.1109/TLT.2021.3092219
M3 - Article
AN - SCOPUS:85112477712
VL - 14
SP - 353
EP - 366
JO - IEEE transactions on learning technologies
JF - IEEE transactions on learning technologies
SN - 1939-1382
IS - 3
M1 - 9464665
ER -