Learning Analytics for Professional and Workplace Learning: A Literature Review

Adolfo Ruiz-Calleja, Luis P. Prieto, Tobias Ley, María Jesús Rodríguez-Triana, Sebastian Maximilian Dennerlein

Research output: Contribution to journalArticlepeer-review

Abstract

Despite the ubiquity of learning in workplace and professional settings, the learning analytics (LA) community has paid significant attention to such settings only recently. This may be due to the focus on researching formal learning, as workplace learning is often informal, hard to grasp, and not unequivocally defined. This article summarizes the state of the art of workplace learning analytics (WPLA), extracted from a two-iteration systematic literature review. Our in-depth analysis of 52 existing proposals not only provides a descriptive view of the field, but also reflects on researcher conceptions of learning and their influence on the design, analytics, and technology choices made in this area. We also discuss the characteristics of workplace learning that make WPLA proposals different from LA in formal education contexts and the challenges resulting from this. We found that WPLA is gaining momentum, especially in some fields, like healthcare and education. The focus on theory is generally a positive feature in WPLA, but we encourage a stronger focus on assessing the impact of WPLA in realistic settings.

Original languageEnglish
Article number9464665
Pages (from-to)353-366
Number of pages14
JournalIEEE Transactions on Learning Technologies
Volume14
Issue number3
DOIs
Publication statusPublished - 1 Jun 2021

Keywords

  • Workplace learning analytics
  • learning metaphors
  • literature review
  • learning analytics
  • workplace learning
  • professional development
  • Learning analytics
  • workplace learning analytics.

ASJC Scopus subject areas

  • Engineering(all)
  • Education
  • Computer Science Applications

Fields of Expertise

  • Information, Communication & Computing

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