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Review
. 2024 Jan 22:15:1302658.
doi: 10.3389/fpsyg.2024.1302658. eCollection 2024.

Learning analytics for enhanced professional capital development: a systematic review

Javier de La Hoz-Ruiz  1 , Mohammad Khalil  2 , Jesús Domingo Segovia  1 , Qinyi Liu  2
Affiliations
Review

Learning analytics for enhanced professional capital development: a systematic review

Javier de La Hoz-Ruiz et al. Front Psychol. .

Abstract

Background/motivation: This article presents a systematic review aimed at examining the utilization of learning analytics (LA) to enhance teachers' professional capital.

Aim: The study focuses on three primary research questions: (1) exploring the characteristics and approaches of LA in professional capital, (2) investigating suggestions from LA for assessing and improving professional capital, and (3) examining variables studied in enhancing the most intricate dimension of professional capital using LA.

Methodology: To address the research objectives, a systematic review was conducted focusing on the key concepts "learning analytics" and "professional capital." Following the procedures outlined encompassed in four stages: identification, screening, inclusion, and adequacy. The PRISMA 2009 protocol guided the systematic review process.

Principal findings: The findings of the study underscore the efficacy of LA as a catalyst for improving professional capital, particularly through collaborative learning and the utilization of tools like forums and online learning platforms. Social capital emerges as a pivotal component in integrating diverse types of professional capital, fostering opportunities for knowledge creation and social networking.

Conclusion/significance: In conclusion, the study highlights the paramount significance of addressing teachers' professional capital development through collaborative approaches and leveraging technology, particularly in primary education. The article concludes by emphasizing the imperative for more research and knowledge dissemination in this field, aiming to ensure equity in learning and address the challenges posed by the COVID-19 pandemic.

Keywords: communities of practice; learning analytics; professional capital; professional learning community; social capital.

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Conflict of interest statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Figures

Figure 1
Figure 1
Search and selection process of studies to be reviewed.
Figure 2
Figure 2
Number of accumulated publications on learning analytics in the professional capital of teachers according to source, emerging themes, and key time points.
Figure 3
Figure 3
Number of publications by type of document, quartile, and author nationality.
Figure 4
Figure 4
Number of publications by type of capital, level of application, and source, some studies overlap in categories.
Figure 5
Figure 5
Number of publications by source of data collection and methodology used. LMS: ITS, Intelligent Tutoring System; LMS, Learning Management System; SN, Social Networks. The same article can have two sources of information, therefore, the total count indicated in the table does not refer to the number of articles, but to the number of times that the different sources can be used in a single article.
Figure 6
Figure 6
Number of publications according to data source, methodology, analytical method, and visualizations used. The same article can have two visualizations or information analysis tools. Therefore, the total count indicated in the table does not refer to the number of articles, but to the number of times that the various tools or sources can be used in an article.
Figure 7
Figure 7
Programs, platforms, and type of intervention for the improvement of professional capital, as well as its evolution over time. LMS: ITS, Intelligent Tutoring System; LMS, Learning Management System; SN, Social Networks. The same article can have two improvement platforms, and therefore the total count indicated in the table does not refer to the number of articles but to the number of times that the different platforms can be used in an article.
Figure 8
Figure 8
Number of publications according to variables that influence and are influenced by social capital and grouped according to whether the studies are based on students or teachers. The count refers to the number of articles that address the dimensions mentioned.
See this image and copyright information in PMC

References

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