Learning Analytics as a Metacognitive Tool

Eva Durall, Begoña Gros


The use of learning analytics is entering in the field of research in education as a promising way to support learning. However, in many cases data are not transparent for the learner. In this regard, Educational institutions shouldn’t escape the need of making transparent for the learners how their personal data is being tracked and used in order to build inferences, as well as how its use is going to affect in their learning. In this contribution, we sustain that learning analytics offers opportunities to the students to reflect about learning and develop metacognitive skills. Student-centered analytics are highlighted as a useful approach for reframing learning analytics as a tool for supporting self-directed and self-regulated learning. The article also provides insights about the design of learning analytics and examples of experiences that challenge traditional implementations of learning analytics.


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Paper Citation

in Harvard Style

Durall E. and Gros B. (2014). Learning Analytics as a Metacognitive Tool . In Proceedings of the 6th International Conference on Computer Supported Education - Volume 1: CSEDU, ISBN 978-989-758-020-8, pages 380-384. DOI: 10.5220/0004933203800384

in Bibtex Style

author={Eva Durall and Begoña Gros},
title={Learning Analytics as a Metacognitive Tool},
booktitle={Proceedings of the 6th International Conference on Computer Supported Education - Volume 1: CSEDU,},

in EndNote Style

JO - Proceedings of the 6th International Conference on Computer Supported Education - Volume 1: CSEDU,
TI - Learning Analytics as a Metacognitive Tool
SN - 978-989-758-020-8
AU - Durall E.
AU - Gros B.
PY - 2014
SP - 380
EP - 384
DO - 10.5220/0004933203800384