Learning analytics in higher education: a preponderance of analytics but very little learning?
- DOI
- 10.1186/s41239-021-00258-x
- Published
- 2021
- Container
- International journal of educational technology in higher education
- Publisher
- Not recorded
- Open access
- yes
Credibility signals
limited evidence Score 45/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.
Show all credibility signals
- cautionDOI registered: No matching Crossref record was present in this response.
- cautionDOI resolves: No matching Crossref record was present in this response.
- not scoredDirectory of Open Access Journals: No matching DOAJ record was present in this response. No allow-list match; this is not evidence of low credibility.
- not scoredMEDLINE indexed: Not checked or no result supplied; no credibility inference made.
- not scoredOpenAlex core source: Not checked or no result supplied; no credibility inference made.
- not scoredKnown publisher allow-list: Not checked or no result supplied; no credibility inference made.
- not scoredROR affiliation: Not checked or no result supplied; no credibility inference made.
- not scoredRetraction Watch retraction: No retraction notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete.
- not scoredRetraction Watch expression of concern: No expression of concern notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete.
- not scoredRetraction Watch correction: No correction notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete.
- not scoredRetraction Watch reinstatement: No reinstatement notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete.
- supportingOpen access status: Normalized open-access status: open.
- not scoredPublication license: Not checked or no result supplied; no credibility inference made.
- not scoredPublication version: A publication version was supplied but is not scored.
- cautionMetadata completeness: 5 of 6 scored descriptive metadata groups are present; missing fields increase uncertainty.
Cite this work
BibTeX
@article{allodium:10.1186/s41239-021-00258-x,
title = {Learning analytics in higher education: a preponderance of analytics but very little learning?},
author = {Guzmán-Valenzuela C and Gómez-González C and Rojas-Murphy Tagle A and Lorca-Vyhmeister A},
year = {2021},
journal = {International journal of educational technology in higher education},
doi = {10.1186/s41239-021-00258-x},
url = {https://doi.org/10.1186/s41239-021-00258-x}
}RIS
TY - JOUR TI - Learning analytics in higher education: a preponderance of analytics but very little learning? AU - Guzmán-Valenzuela C AU - Gómez-González C AU - Rojas-Murphy Tagle A AU - Lorca-Vyhmeister A PY - 2021 JO - International journal of educational technology in higher education DO - 10.1186/s41239-021-00258-x UR - https://doi.org/10.1186/s41239-021-00258-x ER -
APA
C, G., C, G., A, R. T., & A, L. (2021). Learning analytics in higher education: a preponderance of analytics but very little learning?. International journal of educational technology in higher education. https://doi.org/10.1186/s41239-021-00258-x
Source records
- pubmed · retrieved 2026-09-26T06:30:30.315Z