Purpose: The purpose of this paper is to present a systematic review of the mounting research work on learning analytics. Design/methodology/approach: This study collects and summarizes information on the use of learning analytics. It identifies how learning analytics has been used in the higher education sector, and the expected benefits for higher education institutions. Empirical research and case studies on learning analytics were collected, and the details of the studies were categorized, including their objectives, approaches, and major outcomes. Findings: The results show the benefits of learning analytics, which help institutions to utilize available data effectively in decision making. Learning analytics can facilitate evaluation of the effectiveness of pedagogies and instructional designs for improvement, and help to monitor closely students’ learning and persistence, predict students’ performance, detect undesirable learning behaviours and emotional states, and identify students at risk, for taking prompt follow-up action and providing proper assistance to students. It can also provide students with insightful data about their learning characteristics and patterns, which can make their learning experiences more personal and engaging, and promote their reflection and improvement. Originality/value: Despite being increasingly adopted in higher education, the existing literature on learning analytics has focussed mainly on conventional face-to-face institutions, and has yet to adequately address the context of open and distance education. The findings of this study enable educational organizations and academics, especially those in open and distance institutions, to keep abreast of this emerging field and have a foundation for further exploration of this area.

This paper provides a comprehensive review of the features and trends of personalised learning. The review covers a total of 203 journal articles collected from Scopus, which were published from 2001 to 2018 and involved personalised learning practices. Comparing the practices between 2001–2009 and 2010–2018, there was a clear trend that they became more diversified in terms of the educational levels and modes of education, as well as the means to achieve personalised learning, their objectives and the devices used. In most practices, the use of technology was clearly emphasised, such as various intelligent learning/tutoring systems, mobile devices, learning analytics, and augmented/virtual reality applications. Learning methods, materials and the time and places for learning were the aspects most frequently addressed. The objectives of the practices focused mainly on increasing learning effectiveness, followed by enhancing learners’ motivation, engagement and satisfaction. The factors leading to successful personalised learning were identified from the articles reviewed, among which most factors were related to learners’ characteristics, learning progress and technology. Research issues which need further investigation are recommended, particularly on the challenges arising from the adoption of emerging technologies, and the changing role of teachers in the trend towards student-centred personalised learning.

This paper presents a comprehensive survey of knowledge graphs in education. It covers the patterns and prospects of research in this area. A total of 48 relevant publications between 2011 and 2023 were collected from the Web of Science, Scopus, and ProQuest for review. The findings reveal a sharp increase in recent years in the body of research into educational knowledge graphs which was mainly conducted from institutions in China. Most of the relevant research work adopted a quantitative method, such as performance evaluation, user surveys, and controlled experiments, to assess the effectiveness of knowledge graph approaches. The findings also suggest that knowledge graph approaches were primarily researched and implemented in higher education institutions, with a focus on computer science, mathematics, and engineering. The most frequently addressed objectives included enhancing knowledge representation and providing personal learning recommendations, and the most common applications were concept instruction and educational recommendations. Diverse data resources, such as course materials, student learning behaviours, and online encyclopaedia, were processed to implement knowledge graph approaches in different scenarios. Relevant technical means employed for the implementation of knowledge graphs dealt with the purposes of building knowledge ontology, achieving recommendations, and creating knowledge graphs. Various pedagogies such as personalised learning and collaborative learning are supported by the knowledge graph approaches. The findings also identified key limitations in the relevant work, including insufficient information for knowledge graph construction, difficulty in extending applications across subject areas, the restricted scale and scope of data resources, and the lack of comprehensive user feedback and evaluation processes.

This paper presents a study on the evaluation of hybrid learning and teaching practices by academics. A mixed research method involving a questionnaire survey and a focus group interview was employed to gather academics’ feedback on their experience in delivering hybrid instruction in a synchronous manner in which on-site and remote students attended classes simultaneously, their students’ hybrid learning effectiveness, and their suggestions for improvement. The questionnaire was administered to 76 academics from a university in Hong Kong where hybrid learning and teaching were implemented, and the focus group interview involved 10 academics. The findings reveal that the participating academics perceived themselves as having an overall high degree of readiness to handle technical issues. They expressed that the students from their hybrid classes had lower levels of interaction, engagement, and motivation than those from traditional face-to-face classes. The participants also reported their challenges regarding hybrid learning and teaching, including heavy workload for lesson preparation and face-to-face and online classroom management, unfamiliarity with interactive teaching design suitable for hybrid classes, and difficulties in monitoring students’ learning process. They provided suggestions for the improvement of hybrid classes, ranging from the provision of technological support to professional development for enhancing students’ online interaction and engagement. These findings contribute to revealing academics’ experience in practising hybrid learning and teaching and identifying ways to address their challenges.