Higher education institutions are moving to design and implement teacher-facing learning analytics (LA) dashboards with the hope that instructors can extract deep insights about student learning and make informed decisions to improve their teaching. While much attention has been paid to developing teacher-facing dashboards, less is known about how…

Several studies have indicated that stakeholder engagement could ensure the successful adoption of learning analytics (LA). Considering that researchers and tech developers may not be aware of how LA tools can derive meaningful and actionable information for everyday use, these studies suggest that participatory approaches based on human-centred…

Choosing an undergraduate major is an important decision that impacts academic and career outcomes. In this work, we investigate augmenting personalized human advising for major selection using a large language model (LLM), GPT-4. Through a three-phase survey, we compare GPT suggestions and responses for undeclared first- and second-year students…

This article advances an abolitionist reframing of learning analytics (LA) that explores the benefits of productive disorientation, considers potential harms and care made possible by LA, and suggests the abolitionist imagination as an important educational practice. By applying abolitionist concepts to LA, we propose it may be feasible to open…

In-person sessions of participative design are commonly used in the field of Learning Analytics, but to reach students not always available on-site (e.g. during a pandemic), they have to be adapted to online-only context. Card-based tools are a common co-design method to collect users' needs, but this tangible format limits data collection and…

Learning Analytics (LA) systems can offer new insights into learners' behaviours through analysis of multiple data streams. There remains however a dearth of research about how LA interfaces can enable effective communication of educationally meaningful insights to teachers and learners. This highlights the need for a participatory, horizontal…

Over the last 10 years, learning analytics have provided educators with both dashboards and tools to understand student behaviors within specific technological environments. However, there is a lack of work to support educators in making data-informed design decisions when designing a blended course and planning appropriate learning activities. In…

The value of technology lies not only with the service or functionality of the tool, but also with its subsequent value to the people who use it. New learning analytics (LA) software and platforms for capturing data and improving student learning are frequently introduced; however, they suffer from issues of adoption and continued usage by…

The use of online video lectures in universities, primarily for content delivery and learning, is on the rise. Instructors' ability to recognize and understand student learning experiences with online video lectures, identify particularly difficult or disengaging content and thereby assess overall lecture quality can inform their instructional…

The adoption of learning analytics (LA) in complex educational systems is woven into sociocultural and technical challenges that have induced distrust in data and difficulties in scaling LA. This paper presents a study that investigated areas of distrust and threats to trustworthy LA through a series of consultations with teaching staff and…

Background: Data-driven educational technology solutions have the potential to support teachers in different tasks, such as the designing and orchestration of collaborative learning activities. When designing, such solutions can improve teacher understanding of how learning designs impact student learning and behaviour; and guide them to refine…

The growing practice of students as partners (SaP) has sparked numerous conversations in higher education about the roles students do and should play in shaping the future. SaP scholars contend that by engaging with students in meaningful partnership, underpinned by values such reciprocity, students can have deeper and more meaningful learning…

While teachers often monitor and adjust their learning design based on students' emotional states in physical classrooms, synchronous online environments often limit their ability to perceive the emotional climate of the class. Drawing from the concept of social translucence, it is suggested that making students' emotional states…

Most virtual learning environment fails to recognize that students have different needs when it comes to learning. With the evolving characteristics and tendencies of students, these learning environments must provide adaptation and personalization features for adaptive learning materials, course content and navigational designs to support…

Virtual Learning Environment (VLE) such as Moodle, Blackboard, and WebCT are commonly and successfully used in E-education. While they focus on supporting educators in creating and holding online courses, they typically do not consider the individual differences of learners. However, learners have different needs and characteristics such as prior…