Teaching and Learning Analytics to support Teacher Inquiry: a Systematic Literature Review

Abstract

Teacher inquiry is identified as a key global need for driving the continuous improvement of the teaching and learning conditions for learners. However, specific barriers (mainly related to teachers’ data literacy competences), can defer teachers from engaging with inquiry to improve their teaching practice. To alleviate these barriers and support teacher inquiry, the concept of Teaching and Learning Analytics (TLA) has been proposed, as a complementing synergy between Teaching Analytics and Learning Analytics. Teaching and Learning Analytics aims to provide a framework in which the insights generated by Learning Analytics methods and tools can become meaningfully translated for driving teachers’ inquiry to improve their teaching practice, captured through Teaching Analytics methods and tools. In this context, TLA have been identified as a research challenge with significant practical impact potential. This chapter contributes the first systematic literature review in the emerging research field of Teaching and Learning Analytics. The insights gained from the systematic literature review aim to (a) transparently outline the existing state-of-the-art following a structured analysis methodology, as well as (b) elicit insights and shortcomings which could inform future work in the Teaching and Learning Analytics research field.