New issue of the UOC’s journal on e-learning, universities and the knowledge society
Examples of the benefits of learning analytics include a better understanding of how students acquire knowledge of a subject, and the possibility to assess the effects of teaching and learning activities and interventions, or offer student-centred, personalized, online, real-time and automated support during learning. Learning analytics, as an area of research and emerging field for application, has drawn the attention of academics, pedagogues, educators, administrators, artificial intelligence researchers and specialists in data mining, among others. The quantity and quality of the data generated by students has led to new challenges and opportunities that are analysed by experts in the new issue of the UOC’s RUSC. Universities and Knowledge Society Journal.
This latest issue (vol. 12, no. 3) includes an article from the University of Huelva (UHU) presenting a study that analyses the links existing between the number of hours a sample of 403 university students spend on the internet each day and the attitude, training, use, impact and perception of difficulties when it comes to integrating web 2.0, and the knowledge and use of digital tools in the teaching. An article by Dr Ángel A. Juan, associate professor in the UOC’s Faculty of Computer Science, Multimedia and Telecommunications, and Laura Calvet, researcher at the UOC’s Internet Interdisciplinary Institute (IN3), studies the differences and similarities between educational data mining and learning analytics, two relatively new but increasingly popular fields of research linked to educational data collection, analysis and interpretation. An article from the University of Macedonia (UoM), Greece, presents a study looking at visual representations of student-generated trace data during learning activities that help both students and instructors interpret this data intuitively and perceive hidden aspects quickly. Finally, researchers from the Universidad Autónoma de Baja California (UABC), Mexico, analyse student navigation logs for a course offered at the School of Engineering to show how students apply different learning strategies and follow individualized navigation paths.
The latest issue also includes six research papers on the journal’s different subject areas.
As well as visiting the journal's website, you can also follow its Twitter account: @RUSCjournal.
RUSC is indexed in SCOPUS (SJR 2014: 0.212; SNIP 2104: 0.329; IPP (Impact Per Publication) 2014: 0.329), INRECS (impact index 2011: 0.508), Educational Research Complete (EBSCO), Google Scholar (h5-index 2013: 16), MIAR (ICDS 2015: 9.541), Carhus Plus, DOAJ, Latindex catalogue, Redalyc, e-Revistas (CINDOC-CSIC) and ERIH PLUS, among others.