The Journal of Learning Analytics is a peer-reviewed, open-access journal, disseminating the highest quality research in the field.
The journal is an official publication of the Society for Learning Analytics Research (SoLAR). With an international Editorial Board comprising 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 researchers and developers with practitioners, creating and disseminating new tools and techniques, studying transformations, and providing ongoing evaluation and critique of the conceptual, technical, and practice outcomes. The interdisciplinary focus of the journal recognizes that computational, pedagogical, institutional, policy and social domains must be brought into dialogue with each other to ensure that interventions and organizational systems serve the needs of all stakeholders. The journal seeks to bring into dialogue the intersection of the fields of Education, Computation and Sensemaking.
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 or in-progress research reports that detail Learning Analytics applications in real-world settings, provided that they offer innovative insights for advancing the field. For more information about submitting an article to JLA, visit the journal website.
ISSN 1929-7750 (online). The Journal of Learning Analytics works under aCreative Commons License, Attribution – NonCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND 3.0). Please refer to the Journal’s Copyright notice for more details.