As a teacher, you facilitate the students' learning process through various learning activities. In class, the teacher can observe students interacting with the material and each other, and adjust the teaching along the way to support their learning process.
If teaching takes place online, out-of-class, in a blended learning- or flipped classroom format, the teacher can’t observe students in the same way and judge whether the planned learning activities support the students’ learning process. To best support student learning in these formats, it can be helpful to make use of Learning Analytics.
Use the content reports in Brightspace to get information on student activity in your Brightspace course. For example, you can see how many students have accessed the course and how much time they have spent on each element. The information can indicate whether the material matches the students’ prerequisites and level or whether it should be adapted. Please remember that the data is not an exact representation of reality.
In this context, there are two perspectives on Learning Analytics that are worth focusing on.
Learning Analytics can guide teachers in a data-informed redesign of their courses and learning materials. By analysing aggregated data from past iterations of a course or across multiple courses, teachers can identify patterns, tendencies and areas for improvement - for example, data on student interactions and presentations can indicate how effective teaching strategies, formats and approaches, learning activities or course design choices are. These indications are a good starting point for further dialogue with students. The information gathered can guide the design of current and future courses to best support their learning.
Learning Analytics can give students a better insight into their own learning and progression, boosting their engagement and motivation. Overall, Learning Analytics can help students get an overview of and navigate through the learning process. Data can visually illustrate their progress in a course. As a teacher, you can focus on their improvements since last time, elements that they have completed or new learning objectives to support their understanding and ownership of the learning process.
Learning Analytics aims to improve educational approaches based on data. Use Learning Analytics in the best possible way following the tips below.
1. Define the purpose of using Learning Analytics | What is your purpose for using Learning Analytics? Do you want to better adapt your teaching to the students’ academic prerequisites, improve student engagement or something else? |
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| 2. Collect relevant data | Identify the necessary data, such as students’ performance data or data on interactions with online activities. Supplement data with additional insights from dialogue with students. |
| 3. Analyse the collected data to gain insights into student behaviour and performance | Identify patterns, trends and any issues. Use this information to make informed decisions about teaching methods, allocating resources and customising learning materials. Appropriate adjustments can improve student engagement and learning. |
| 4. Communicate about using Learning Analytics | Make sure the data collection process is transparent; tell students and colleagues what data will be used and how, as well as how it can benefit students. Make sure to be critical in your analysis of the data and be aware of possible biases. |
| 5. Evaluate your use of Learning Analytics | Get feedback from students and colleagues to identify what works well and what can be improved. |
Ahmad, A., Schneider, J., Griffiths, D., Biedermann, D. Schiffner, D., Greller, W., Drachsler, H.
(2022). Connecting the dots – A literature review on learning analytics indicators from a learning design perspective. Journal of Computer Assisted Learning Nortvig, A.
(2016).Learning Analytics som udgangspunkt for refleksion over didaktisk design - i blended learning.Læring & Medier (LOM), 16 Stenalt, M. H., Lassesen, B., Rossen, D. S., Bager-Elsborg, A. (2019).Kan videregående uddannelser mindske frafald ved hjælp af læringsteknologi? Et systematisk review. Dansk Universitetspædagogisk Tidsskrift (DUT), 26
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