Abstract
Background and purpose
This systematic literature review focuses on the use of learning analytics among higher education teachers, who play a key role in collecting, analysing, and interpreting data. Empirical studies from the period between 2011 and 2024 were analysed to understand the role of teachers in learning analytics and the antecedents and outcomes of its use.
Methods
A systematic literature review was conducted to reduce research bias and ensure repeatability. The relevant articles identified were analysed in two phases, first with a descriptive analysis and then with an in-depth qualitative synthesis.
Results
The literature review reveals two predominant trends in how higher education teachers use learning analytics. The first focuses on the use of learning analytics technologies to solve specific problems, while the second considers learning analytics in the context of broader pedagogical practices of teaching and learning. The paper also discusses antecedents and outcomes of the use of learning analytics among higher education teachers, highlights gaps in existing research, and suggests further research directions in this field.
Conclusion
This paper provides an overview of recent literature on the use of learning analytics among higher education teachers. The findings clarify the role of teachers in the use of learning analytics and provide insights into the antecedents and outcomes of its use that are also relevant to other stakeholders and decision-makers in higher education.