You are here:

Digital Analytics in Professional Work and Learning


Studies in Continuing Education Volume 38, Number 2, ISSN 0158-037X


In a wide range of fields, professional practice is being transformed by the increasing influence of digital analytics: the massive volumes of big data, and software algorithms that are collecting, comparing and calculating that data to make predictions and even decisions. Researchers in a number of social sciences have been calling attention to the far-reaching and accelerating consequences of these forces, claiming that many professionals, researchers, policy-makers and the public are just beginning to realise the enormous potentials and challenges these analytics are producing. Yet, outside of particular areas of research and practice, such as learning analytics, there has been little discussion of this to date in the broader education literature. This article aims to set out some key issues particularly relevant to the understandings of professional practice, knowledge and learning posed by the linkages of big data and software code. It begins by outlining definitions, forms and examples of these analytics, their potentialities and some of the hidden impact, and then presents issues for researchers and educators. It seeks to contribute to and extend debates taking place in certain quarters to a broader professional education and work audience.


Edwards, R. & Fenwick, T. (2016). Digital Analytics in Professional Work and Learning. Studies in Continuing Education, 38(2), 213-227. Retrieved January 19, 2020 from .

This record was imported from ERIC on January 10, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.