Corporate Digital Learning – Proposal of Learning Analytics Model

  • Maria José SousaEmail author
  • Álvaro Rocha
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 745)


This paper presents a research on the effectiveness of digital learning in organisations and how it can be measured. The aim of this research is to bridge the gap between scientific and practice-oriented research about digital learning. The focus will be on learning analytics with the goal to identify the potential of digital learning for organisations. This research is based on a systematic literature review to answer the following research questions: What are the contexts in which digital learning can take place? And what are the main metrics which allows measure the efficiency of digital learning in organisational contexts? The results showed that digital learning analytics can enhance the efficacy of the learning process impact in organisations and that contexts for learning supported on mobile technologies, tablet and smart phone applications become more and more popular among the employees. Additionally, the results helped to create a model of learning analytics with four dimensions: Participants, Learning Contexts, Learning processes, and Learning facilitators.


Digital learning Learning analytics Organisations Learning processes 



I would like to thank to AISTI (Associação Ibérica de Sistemas e Tecnologias de Informação/Iberian Association for Information Systems and Technologies) for the financial support granted in this study.


  1. Abdulmajed, H., Park, Y.S., Tekian, A.: Assessment of educational games for health professions: a systematic review of trends and outcomes. Med. Teacher 37, S27–S32 (2015)CrossRefGoogle Scholar
  2. Alhajri, S.: The effectiveness of teaching method used in graphic design pedagogy. Univ. J. Educ. Res. 4(2), 422–425 (2016)CrossRefGoogle Scholar
  3. Amory, A.: Tool-mediated authentic learning in an educational technology course: a designed-based innovation. Interact. Learning Environ. 22(4), 497–513 (2014)CrossRefGoogle Scholar
  4. Barber, W., King, S., Buchanan, S.: Problem based learning and authentic assessment. Electron. J. e-Learn. 13(2), 59–67 (2015)Google Scholar
  5. Barnett, K., Mattox, J.: Measuring success and roi in corporate training, J. Asynchronous Learn. Networks, 14, 2 (2010)Google Scholar
  6. Chen, L., Chen, T.L., Chen, N.S.: Student’s perspectives of using cooperative learning in a flipped statistics classroom. Australas. J. Educ. Technol. 31(6), 621–640 (2015)CrossRefGoogle Scholar
  7. Epure, M., Mihães, L.C.: Critical considerations about the adoption of technology integrated teaching methods in higher education. eLearn. Softw. Educ. 2, 77–83 (2017)Google Scholar
  8. Friend, J., Militello, M.: Lights, camera, action: advancing learning, research, and program evaluation through video production in educational leadership preparation. J. Res. Leadersh. Educ. 10(2), 81–103 (2014)CrossRefGoogle Scholar
  9. Gonçalves, A.C., Sousa, M.J., Cruz, R.: Designing higher education digital course to boost entrepreneurship competencies. In: Edulearn17 Proceedings (2017)Google Scholar
  10. Greller, W., Drachsler, H.: Translating learning into numbers: a generic framework for learning analytics. Educ. Technol. Soc. 15(3), 42–57 (2012)Google Scholar
  11. Guzman, G., Hernandez, M., Pirez, R.: Uso de gestores de aprendizaje en el pregrado de la Universidad Nacional Abierta de Venezuela. Apertura: Revista de Innovación Educativa 6(1), 1 (2014)Google Scholar
  12. Hager, P.: Understanding workplace learning: general perspectives. In: Boud, D. (ed.) Current issues and new agendas in workplace learning, pp. 31–46. Springfield, VA, NCVER (1998)Google Scholar
  13. Kocaman-Karoglu, A.: Personal voices in higher education: a digital storytelling experience for pre-service teachers. Educ. Inf. Technol. 21(5), 1153–1168 (2016)CrossRefGoogle Scholar
  14. Kosonen, K., Ilomaki, L., Lakkala, M.: Using a modellling language for supporting university students’ orienting activity when studying research methods. J. Interact. Media Educ. 1(1), 8 (2015)Google Scholar
  15. Kyndt, E., Dochy, F., Michielsen, M., Moeyaert, B.: Employee retention: organisational and personal perspectives. Vocat. Learn. 2(3), 195–215 (2009)CrossRefGoogle Scholar
  16. Lau, K.H.: Computer-based teaching module design: principles derived from learning theories. Med. Educ. 48(3), 247–254 (2014)CrossRefGoogle Scholar
  17. Liyanagunawardena, T.R., Lundgvist, K., Williams, S.A.: Who are with us: MOOC learners on a future learn course. Br. J. Educ. Technol. 46(3), 557–569 (2015)CrossRefGoogle Scholar
  18. MacNeill, S.: Analytics, what is changing and why does it matter. Anal. Ser. 1(1), 1–8 (2012)Google Scholar
  19. Mantri, A.: Working towards a scalable model of problem-based learning instruction in undergraduate engineering education. Eur. J. Eng. Educ. 39(3), 282–299 (2014)CrossRefGoogle Scholar
  20. Marsick, V.J. Watkins, K.: Informal and Incidental Learning in the Workplace. London and New York, Routledge (1990)Google Scholar
  21. Martin-Garcia, A., Serrano, M., Gomez, M.: Fases y clasificación de adoptantes de blended learning en contextos universitarios. Aplicación del análisis CHAID. Revista Española de Pedagogía 72(259), 457–476 (2014)Google Scholar
  22. Masterman, E.: Bringing open education practice to a research-intensive university: prospects and challenges. Electron. J. e-Learn. 14(1), 31–42 (2016)Google Scholar
  23. Mattox, J.R.: Measuring the effectiveness of informal learning methodologies: the volume of knowledge that can be shared via informal learning methods is vast, but that doesn’t mean evaluation is impossible. Train. Dev. 66(2), 48–53 (2012)Google Scholar
  24. McNaughton, S.M., Westberry, N.C., Billiot, J.M., Gaeta, H.: Exploring teachers’ perceptions of videoconferencing practice through space, movement and the material and virtual environments. Int. J. Multiple Res. Approaches 8(1), 87–99 (2014)CrossRefGoogle Scholar
  25. Moorefielf-Lang, H., Hall, T.: Instruction on the go: reaching out to students from the academic library. J. Libr. Inf. Serv. Distance Learn. 9(1/2), 57–68 (2015)CrossRefGoogle Scholar
  26. Munoz Gonzales, J.M., Rubio, S.G., Pichardo, M.C.: Strategies of collaborative work in the classroom through the design of video games. Digit. Educ. Rev. 27, 69–84 (2015)Google Scholar
  27. Nielsen, W., Hoban, G.: Designing a digital teaching resource to explain phases of the moon: a case study of preservice elementary teachers making a slowmation. J. Res. Sci. Teach. 52(9), 1207–1233 (2015)CrossRefGoogle Scholar
  28. Rai, S.S., Gaikwad, A.T., Kulkarni, R.V.: A research paper on simulation model for teaching and learning process in higher education. Int. J. Adv. Comput. Res. 4(15), 582–587 (2014)Google Scholar
  29. Rudow, J., Sounny-Slitine, M.A.: The use of web-based video for instruction of GIS and other digital geographic methods. J. Geogr. 114(4), 168–175 (2015)CrossRefGoogle Scholar
  30. Salmon, G., Gregory, J., Lokuge, D.K., Ross, B.: Experiential online development for educators: the example of the Carpe Diem MOOC. Br. J. Edu. Technol. 46(3), 543–556 (2015)Google Scholar
  31. Slade, S., Prinsloo, P.: Learning analytics: ethical issues and dilemmas. Am. Behav. Sci. 57(10), 1510–1529 (2013)CrossRefGoogle Scholar
  32. Sousa, M.J., Rocha, Á.: Game based learning contexts for soft skills development. In: Rocha, Á., Correia, A., Adeli, H., Reis, L., Costanzo, S. (eds.) Recent Advances in Information Systems and Technologies. WorldCIST 2017, Advances in Intelligent Systems and Computing, vol. 570. Springer, Cham (2017)Google Scholar
  33. Sousa, M.J., Cruz, R., Martins, J.M.: Digital learning methodologies and tools – a literature review. In: Edulearn17 Proceedings, pp. 5185–5192 (2017)Google Scholar
  34. Sohrabi, B., Iraj, H.: Implementing flipped classroom using digital media: a comparison of two demographically different groups perceptions. Comput. Hum. Behav. 60, 514–524 (2016)CrossRefGoogle Scholar
  35. Stansbury, J.A., Earnest, D.R.: Meaningful gamification in an industrial/organizational psychology course. Teach. Psychol. 44(1), 38–45 (2017)CrossRefGoogle Scholar
  36. Stewart, B.: Open to influence: what counts as academic influence in scholarly networked Twitter participation. Learn. Media Techonol. 40(3), 287–309 (2015)CrossRefGoogle Scholar
  37. Sungkur, R.K., Panchoo, A., Bhoyroo, N.K.: Augmented reality, the future of contextual mobile learning. Interact. Technol. Smart Educ. 13(2), 123–146 (2016)CrossRefGoogle Scholar
  38. Tena, R.R., Almenara, J.C., Osuna, J.B.: E-learning of Andalusian University’s lecturers. Turk. Online J. Educ. Technol. 15(2), 25–37 (2016)Google Scholar
  39. Thibaut, P., Curwood, J.S., Carvalho, L., Simpson, A.: Moving across physical and online spaces: a case study in a blended primary classroom. Learn. Media Technol. 40(4), 458–479 (2015)CrossRefGoogle Scholar
  40. Tjepkema, S.: The Learning Infrastructure of Self Managing Work Teams. Twente University Press, Enschede (2002)Google Scholar
  41. Trotskovsky, E., Sabag, N.: One output function: a misconception of students studying digital systems - a case study. Res. Sci. Technol. Educ. 33(2), 131–142 (2015)CrossRefGoogle Scholar
  42. Unger, D.R., Kulhavy, D.L., Busch-Petersen, K., Hung, I.-K.: Integrating faculty led service learning training to quantify height of natural resources from a spacial science perspective. Int. J. High. Educ. 5(3), 104–116 (2016)Google Scholar
  43. Van Biesen, F.: Every day learning in labour organisations. Ontwerp 1(1), 4–11 (1989)Google Scholar
  44. Wood, D., Bilsborow, C.: I am not a person with a creative mind: facilitating creativity in the undergraduate curriculum through a design-based research approach. Electron. J. e-Learn. 12(1), 111–125 (2014)Google Scholar
  45. Xu, H.: Faculty use of a learning object repository in higher education. J. Inf. Knowl. Manage. Syst. 46(4), 469–478 (2016)Google Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Departamento de Engenharia InformáticaUniversidade de CoimbraCoimbraPortugal

Personalised recommendations