Announcements | Journal of Learning Analytics (original) (raw)
2025-03-25
Emerita Professor Rebecca Ferguson steps down after completing her 4 year tenure with the Journal as co-editor-in-chief. The team and the Society express their gratitude to Professor Ferguson for the service and contributions to the learning analytics community she offered during her editorial tenure.
The editorial team of the Journal of Learning Analytics welcomes Professor Oleksandra Poquet, Technical University of Munich who has been selected for the position of co-editor in chief of the Journal. The position was filled after the announcement of the call in August 2024.
Read more about New Editor in Chief - Professor Oleksandra Poquet
2025-03-25
2025-03-25
2025-02-18
The 21st century has seen the emergence and increased importance of a range of new professional competencies necessary to succeed in rapidly evolving workplaces. Pressures of globalization and technological progress demand a workforce equipped with 21st-century competencies across a range of industries (Li, 2022; Tushar & Sooraksa, 2023). Employers increasingly seek graduates who demonstrate not only foundational knowledge in their fields but also a diverse range of domain-agnostic competencies, including critical thinking, computational thinking, applied problem-solving, collaboration, adaptability, digital literacy, and media literacy, among others. These competencies enable individuals to navigate uncertainty, innovate solutions to complex problems, and contribute effectively to team-based
environments (OECD, 2023).
This special issue explores how GenAI and learning analytics can be leveraged to better understand and foster the development of learners’ 21st-century competencies and professional capabilities. By focusing on both theoretical advances and practical applications, it seeks to contribute to the growing body of knowledge on AI-informed educational innovation and inform best practices in competency-based education. This will ultimately lead to an effective transformation of education that is conducive to different stakeholders.
Read more about Special Section on Advancing 21st-century Professional Competencies with Learning Analytics in the Age of Generative AI
2024-10-07
Members of SoLAR are invited to apply for the position of Editor-in-Chief, to join Dr. Vitomir Kovanovic (University of South Australia, Australia), Dr. Olga Viberg (KTH Royal Institute of Technology), and Dr. Hassan Khosravi (The University of Queensland) in leading the Journal of the Learning Analytics.
Members of SoLAR are invited to apply individually for the position by 6 December 2024.
Read more about Call for Editors - Journal of Learning Analytics
2024-09-10
2024-06-24
Creativity is a thinking ability that enables problem-solving in an innovative manner and produces original and valuable products. Creativity has been identified as crucial to human inventive potential in all disciplines, and its influence dominates various spheres of life. In recent years, there has been growing recognition that creativity is an essential skill for the 21st century that can be nurtured and should be included in the curriculum from an early age.
Over the last few decades—especially since the early 2000s—research on creativity in learning and teaching has grown and spanned many areas, including, e.g., teaching and learning of creativity, interconnections between creativity and learning-related variables, influencing factors on creativity, and creativity-supporting learning environments. To advance the study of human creativity using Learning Analytics, we welcome various types of submissions to this special section.
Read more about Special Section on Human Creativity and Learning Analytics
2024-06-18
We invite researchers of the community to join the Journal of Learning Analytics editorial board (EB) to play an active role in the journal's operations. Interested candidates are expected to hold a PhD in a related field and some prior experience in journal reviewing.
As members of the editorial board, your responsibilities would include:
- Strategic Input: Providing guidance on the journal’s direction, policies, and practices, thereby contributing to its continued growth and relevance in the field.
- Community Engagement: Acting as an ambassador for JLA within the LA community, helping to enhance its visibility and influence.
- Manuscript Review: Reviewing up to six manuscripts per year to ensure the quality of published articles in our journal.
The Society for Learning Analytics Research (SoLAR), the publisher of JLA, is pleased to offer a complimentary annual membership as a token of appreciation to candidates selected to join the JLA editorial board. Their name will also be listed on the JLA website on the Editorial Team page.
To express your interest in joining the journal editorial board, please complete the Google form. This short form will collect up-to-date contact details and a list of keywords related to your areas of expertise
Read more about Invitation to join the Editorial Board of the Journal of Learning Analytics Special Section on Generative AI and Learning Analytics
2024-04-03
This special section aims to present a range of diverse and critical viewpoints, methodologies, and findings at the intersection of Generative AI (GenAI) and learning analytics (Khosravi et al, 2023). Within the overarching theme of this section, we welcome a variety of submissions, including empirical studies, conceptual or theoretical discussions, and speculative papers, encompassing a broad array of topics outlined in the description that follows.
Read more about Special Section on Generative AI and Learning Analytics
2023-07-29
The JLA editors and team are pleased to announce that the Journal of Learning Analytics (JLA), indexed in the Emerging Sources Citation Index (ESCI), has been given an inaugural Journal Impact Factor (JIF) of 3.9 from the 2022 Journal Citation Reports™ (JCR). This score is a recognition of the importance of the Journal's contribution to the educational community and endorses its effort to maintain a high publication standard.
In addition, the JLA has been awarded a Journal Citation Indicator (JCI) of 2.31 and a ranking of 27 in 742 educational journals, placing it in the 96th percentile in the field of education.
With this achievement, the JLA team resolves to continue its efforts to bring together the computational, pedagogical, institutional, policy, and social perspectives to provide ongoing input, evaluation, and critique of the conceptual, technical, and practical advances of the field.
Read more about Journal of Learning Analytics (JLA) Receives Inaugral Impact Factor of 3.9
2023-03-23
2023-02-23
Learning Analytics is seen as a promising strategy to tackle persisting educational challenges in Latin America, such as quality disparities and high dropout rates . Over the past five years, there have been sustained efforts to build capacities for learning analytics adoption. Although there is a growing understanding of the potential benefits of LA solutions in the region, there are still many barriers that need to be addressed for LA to contribute to educational challenges in the region. This special section welcomes papers that deal with applications of learning analytics in Latin America, including their use to improve equity, inclusion and educational quality.
Read more about Special Section on Applications of Learning Analytics in Latin America
2022-06-27
2022-02-24
Fairness, equity and responsibility have been part and parcel of discourses in and outside of the learning analytics community since its emergence. This special issue intends to bring diverse and critical perspectives as well as approaches pertaining to fairness, equity and responsibility of learning analytics to highlight emerging and current conceptual and empirical research, and inform the broader research agenda in learning analytics.
Read more about Special Section on Fairness, Equity, and Responsibility in Learning Analytics
2021-11-18
Members of SoLAR are invited to apply for the position of Editor-in-Chief, to join Professor Rebecca Ferguson (Open University, UK), and Dr Vitomir Kovanovic (University of South Australia, Australia), in leading the Journal of the Learning Analytics.
Expressions of interest should be submitted following the instructions (See Detail) by April 29th, 2022. The start of the term will be August - December 2022 (by negotiation).
Read more about Call for Editor - Journal of Learning Analytics
2021-05-14
The educational benefits of games have been well documented over the past decade. While ample evidence shows that games, in general, have a great potential to support learning, the vast and rapid data generation from learners’ interactions with the game can be overwhelming for the educators and learners to manually process, thus possible new insights about the learners can remain unavailable. Learning analytics holds the potential to transform the game data into meaningful information that can be used by the teacher and learners to improve learning, modify strategies, provide formative feedback, or to redesign the curriculum around the game. This special issue intends to bring diverse perspectives and approaches for the topic of learning analytics for game-based learning and assessment to highlight the current state of the field.
Read more about Special Section on Analytics for Game-based Learning
2021-02-16
2020-11-24
This Special Section will showcase the ways in which learning analytics can help the educational community navigate transitions to remote, online and hybrid instruction. It welcomes empirical work which (a) shows ways learning analytics has helped the transition to remote, online, and hybrid modes of instruction (b) could be leveraged to support such transitions; and (c) has implications for how we should engage in these modes of instruction. In addition, articles that analyse gaps or ‘failures’ to impact as expected, identifying reasons for lack of awareness, uptake, and impact, either through research focusing on these issues or case studies demonstrating their implications are invited.
Read more about Special Section on Learning Analytics in the Age of Remote, Online and Hybrid Instruction- Call for Papers
2020-06-26
Network science is the study of networks models for data characterised by dependence between and within variables (Brandes et al. 2013). From a rich history of social science research, network science has evolved in its use of mathematical, computational, and physical principles for the study of systems, particularly in the domain of complex networks. Network analysis and modelling in LA has been limited. To advance network perspectives in LA, this special section will bring together a set of papers that break new ground, bridge research communities, and collectively shape strategies of future work in this important sub-field of LA.
Read more about Special Section on Networks in Learning Analytics- Call for Papers
2020-03-31
The goal of this special issue is to build upon the current momentum around learning analytics use within schools and provide a place for researchers to report their current efforts in this domain. We invite research studies, practitioner reports, and data and tool reports that focus on the use of learning analytics for supporting primary and secondary school learning. The aim is to showcase the latest developments in learning analytics use within schools, and empirical evidence on the effectiveness of its use for supporting learning and teaching in the school context.
Read more about Special Section on Learning Analytics for Primary and Secondary Schools-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.
Read more about Special Section on Collaboration Analytics- Call for Papers
2019-02-28
2018-06-27
In this special section, we invite studies that provide objective, unobtrusive, and innovative measures (e.g., indirect measures, content analysis, or analysis of trace data) of 21st century skills, relying primarily on learning analytics methods and approaches that would potentially allow for expanding the assessment of 21st century skills and competencies at scale. We also seek studies that go beyond examining one particular factor, skill, or behavior in isolation, using traditional approaches to data collection (e.g., self-reports, teacher report, or parent report).
Read more about Beyond Cognitive Ability: Enabling Assessment of 21st Century Skills Through Learning Analytics - Call for Papers
2018-04-04
2017-07-04
2016-08-07
2015-11-24
2015-04-25
2015-02-26
2015-01-10
2014-11-20
The special section on multimodal learning analytics is focused on research that discusses the salience of using data from a combination of modalities (or data streams) to enhance the field’s ability to support, understand and improve student learning. Papers can come from a variety of learning contexts, and are free to utilize any number of data sources. Additionally, papers in this special issue should feature both an in-depth presentation of any analytic approaches utilized, as well as theoretical justification for the analytic techniques and the reported findings. Finally, authors are encourage to explore new metrics and analytic techniques, and should consider reporting their findings even if they do not garner the expected results.
Read more about Special section on multimodal learning analytics - Call for Papers
2014-06-21
2014-05-08
2013-02-21