Mining for gold: Learning analytics and design for learning - A review

Abstract

Learning analytics (LA) has been a key development in learning design (LD) and technology-enhanced learning over the past decade. Mining data relating to the user experience of technology can help educators understand when learners access sites and resources, how they access them, and what they access. This can inform the next iteration of course design, maximise the value of interactions with students, and enable institutions to develop learner-centred courses and improve learner success, all of which may set them apart from the mass of competition in online and/or blended learning. In this article, we first consider the definition and purpose of LA, specifically in a tertiary education context, then review the literature in this fast-moving field, focusing on three core areas.