LEARNING ANALYTICS: MAXIMIZES STUDENTS' ENGAGEMENT

According to Yi-Shan Tsai (2021) Learning Analytics (LA) are commonly defined as “the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs”. In essence, LA analyses and uses data trails produced by learners in learning environments to generate information about learners’ progress and learning patterns. Such information can further be used as a basis for prediction, intervention, personalisation, and adaptation, such as suggesting learning tips or materials and redesigning curricula.

This kind of learning and assessment could happen in an ONLINE environment where teachers can track, measure and visualizes students' online behavior and use such digital traces to improve instruction and provide individualized support such as feedbacking (Caspari-Sadeghi, 2022).

One common learning analytics that I have using is Learning Management System (LMS) where students can engaged with different learning materials, such as videos, interactive activities and slide deck presentations and all of which are competency-based. In such manner, students can easily access their learning activities especially when face-to-face class schedule shifted to blended learning activities. This LMS can help the teachers a lot in monitoring the students' progress on how far have they come to all the learning materials in the LMS.

You may access further information to this sources: https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2022.840947/full

https://www.solaresearch.org/2021/03/learning-analytics-3-challenges-and-opportunities/