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Learning analytics for enhanced professional capital development: a systematic review
dc.contributor.author | Hoz Ruiz, Javier de la | |
dc.contributor.author | Khalil, Mohammad | |
dc.contributor.author | Domingo Segovia, Jesús | |
dc.contributor.author | Liu, Qinyi | |
dc.date.accessioned | 2024-04-23T06:48:16Z | |
dc.date.available | 2024-04-23T06:48:16Z | |
dc.date.issued | 2024-01-22 | |
dc.identifier.citation | de La Hoz-Ruiz J, Khalil M, Domingo Segovia J and Liu Q (2024) Learning analytics for enhanced professional capital development: a systematic review. Front. Psychol. 15:1302658. doi: 10.3389/fpsyg.2024.1302658 | es_ES |
dc.identifier.uri | https://hdl.handle.net/10481/91032 | |
dc.description.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. | es_ES |
dc.description.sponsorship | Project B-SEJ-234-UGR20 grant provided by the Consejería de Universidad, Investigación e Innovación of the Junta de Andalucía and by the European Regional Development Fund (ERDF), A Way to Make Europe | es_ES |
dc.description.sponsorship | Predoctoral contracts grant for the training of PhD candidates provided under the State Subprogram of Training within the State Program for Developing, Attracting, and Retaining Talent, within the framework of the State Plan for Scientific, Technical, and Innovation Research 2021–2023, implemented by the Ministerio de Ciencia e Innovación de España (grant number PRE2021-098075), associated with the project PID2020-117020GB-I00, funded by MCIN/AEI/10.13039/501100011033 | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | Frontiers Media | es_ES |
dc.rights | Atribución 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | * |
dc.subject | Professional capital | es_ES |
dc.subject | Learning analytics | es_ES |
dc.subject | Social capital | es_ES |
dc.title | Learning analytics for enhanced professional capital development: a systematic review | es_ES |
dc.type | journal article | es_ES |
dc.rights.accessRights | open access | es_ES |
dc.identifier.doi | 10.3389/fpsyg.2024.1302658 | |
dc.type.hasVersion | VoR | es_ES |