Title: Monitoring, awareness and reflection in blended technology enhanced learning: a systematic review

Authors: María Jesús Rodríguez-Triana; Luis P. Prieto; Andrii Vozniuk; Mina Shirvani Boroujeni; Beat A. Schwendimann; Adrian Holzer; Denis Gillet

Addresses: REACT Group, École Polytechnique Fédérale de Lausanne, Station 9, 1015 Lausanne, Switzerland ' CHILI Group, École Polytechnique Fédérale de Lausanne, Station 20, 1015 Lausanne, Switzerland ' REACT Group, École Polytechnique Fédérale de Lausanne, Station 9, 1015 Lausanne, Switzerland ' CHILI Group, École Polytechnique Fédérale de Lausanne, Station 20, 1015 Lausanne, Switzerland ' CHILI Group, École Polytechnique Fédérale de Lausanne, Station 20, 1015 Lausanne, Switzerland ' REACT Group, École Polytechnique Fédérale de Lausanne, Station 9, 1015 Lausanne, Switzerland ' REACT Group, École Polytechnique Fédérale de Lausanne, Station 9, 1015 Lausanne, Switzerland

Abstract: Education is experiencing a paradigm shift towards blended learning models in technology-enhanced learning (TEL). Despite the potential benefits of blended learning, it also entails additional complexity in terms of monitoring, awareness and reflection, as learning happens across different spaces and modalities. In recent years, literature on learning analytics (LA) and educational data mining (EDM) has gained momentum and started to address the issue. To provide a clear picture of the current state of the research on the topic and to outline open research gaps, this paper presents a systematic literature review of the state-of-the-art of research in LA and EDM on monitoring, awareness and reflection in blended TEL scenarios. The search included six main academic databases in TEL that were enriched with the proceedings of the workshop on 'Awareness and Reflection in TEL' (ARTEL), resulting in 1089 papers out of which 40 papers were included in the final analysis.

Keywords: awareness; blended learning; educational data mining; learning analytics; monitoring; reflection.

DOI: 10.1504/IJTEL.2017.084489

International Journal of Technology Enhanced Learning, 2017 Vol.9 No.2/3, pp.126 - 150

Received: 02 Dec 2015
Accepted: 11 Jan 2016
Published online: 09 Jun 2017 *

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