Supporting action research with learning analytics

Abstract

Learning analytics tools should be useful, i.e., they should be usable and provide the functionality for reaching the goals attributed to learning analytics. This paper seeks to unite learning analytics and action research. Based on this, we investigate how the multitude of questions that arise during technology-enhanced teaching and learning systematically can be mapped to sets of indicators. We examine, which questions are not yet supported and propose concepts of indicators that have a high potential of positively influencing teachers' didactical considerations. Our investigation shows that many questions of teachers cannot be answered with currently available research tools. Furthermore, few learning analytics studies report about measuring impact. We describe which effects learning analytics should have on teaching and discuss how this could be evaluated.