The Journal of Learning Analytics is a peer-reviewed, open-access journal, disseminating the highest quality research in the field. The journal is the official publication of the Society for Learning Analytics Research (SoLAR). With an international Editorial Board comprised of leading scholars, it is the first journal dedicated to research into the challenges of collecting, analysing and reporting data with the specific intent to improve learning. “Learning” is broadly defined across a range of contexts, including informal learning on the internet, formal academic study in institutions (primary/secondary/tertiary), and workplace learning.

The journal seeks to connect learning analytics researchers, developers and practitioners who share the common interest of using data traces to better understand and improve learning through the creation and implementation of new tools and techniques, and the study of transformations they engender. The interdisciplinary focus of the journal recognizes that computational, pedagogical, institutional, policy and social perspectives must be brought into dialogue with each other to ensure that interventions and organizational systems serve the needs of all stakeholders. Together, these communities each bring a valuable lens to provide ongoing input, evaluation and critique of the conceptual, technical, and practical advances of the field.

The Journal of Learning Analytics welcomes papers that either describe original research or offer a review of the state of the art in a particular area. The journal also welcomes practice-focused papers that detail Learning Analytics applications in real-world settings, provided that they offer innovative insights for advancing the field (see the journal's Focus and Scope for details).

Manuscripts can be submitted to the Journal of Learning Analytics at any time. Only manuscripts for special sections should be submitted by the specific date as defined in the call for papers of the special section. Special section paper calls can be found in the Announcements section.

Journal of Learning Analytics (JLA) Layout Editor Position Available

2020-01-15

The role of the JLA layout editor is to ensure that copyedited manuscripts conform to journal specifications in liaison with the lead author of each article. The layout editor creates the final published articles as PDF files, compiles articles to create journal issues in the online system, and works with the editors-in-chief to ensure timely publication of 3 issues a year. Becoming part of the journal publishing team offers a great way for up-and-coming learning analytics community members to get an inside look at the publication process.

Special Participatory Event at LAK20 - "What Do We Mean by Rigor in Learning Analytics?" (March 26, 2020 in Frankfurt, Germany)

2019-12-18

The Journal of Learning Analytics (JLA) editorial team is pleased to host a special participatory event at LAK20 in Frankfurt, Germany that invites the community to engage with the complex question of what constitutes a “rigorous paper” in learning analytics (LA). Extending the conversation begun in the recent editorial of JLA 6(3), we will examine indicators of quality that are significant in particular research traditions, indicators of quality that are common across them, and indicators of quality that are distinctive to the field of LA as a confluence of research traditions. All LAK attendees,including those new to the community, are invited to attend and participate in the session which will take place following the keynote Q&A on Thursday March 26, 2020.

Special Section on Collaboration Analytics- Call for Papers

2019-12-10

We invite contributions to a special issue of the Journal of Learning Analytics (JLA) on Collaboration Analytics. The goal of this special issue is to build upon promising multimodal sensing technologies, collaborative tools and emerging data analytics techniques to provide researchers with a new lens for understanding human collaboration in a variety of settings.

Vol 6 No 3 (2019): Volume 6, Issue 3 - 2019

Published: 2019-12-14

Fostering An Impactful Field of Learning Analytics

Simon Knight, Alyssa Wise, Xavier Ochoa

1–4

Moving Forward with Learning Analytics: Expert Views

Rebecca Ferguson, Doug Clow, Dai Griffiths, Andrew Brasher

43–59

Modelling and Using Response Times in Online Courses

Ilia Rushkin, Isaac Chuang, Dustin Tingley

76–89

Detecting Academic Misconduct Using Learning Analytics

Kelly Trezise, Tracii Ryan, Paula de Barba, Gregor Kennedy

90–104

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