@techreport{JRC104031,
	number = {LF-NA-28294-EN-N (online),LF-NA-28294-EN-E (ePub)},
	address = {Luxembourg (Luxembourg)},
	issn = {1831-9424 (online)},
	year = {2016},
	author = {Ferguson R and Brasher A and Clow D and Cooper A and Hillaire G and Mittelmeier J and Rienties B and Ullmann T and Vuorikari R and Vuorikari R and Castaño Muñoz J},
	isbn = {978-92-79-64441-2 (online),978-92-79-74184-5 (ePub)},
	publisher = {Publications Office of the European Union},
	abstract = {Learning analytics is an emergent field of research that is growing fast. It takes advantage of the last decade of e-learning implementations n education and training as well as of research and development work in areas such as educational data mining, web analytics and statistics. In recent years, increasing numbers of digital tools for the education and training sectors have included learning analytics to some extent, and these tools are now in the early stages of adoption. This report reviews early uptake in the field, presenting five case studies and an inventory of tools, policies and practices. It also provides an Action List for policymakers, practitioners, researchers and industry members to guide work in Europe.
		},
	title = {Research Evidence on the Use of Learning Analytics: Implications for Education Policy},
	type = {Scientific analysis or review},
	url = {},
	doi = {10.2791/955210 (online),10.2791/326911 (ePub)}