Learning analytics improve learning support and teaching, including retention, completion and progression.
This proposition is about improvements to teaching and learning that are not direct learning gains by the learner.
This map links the evidence in the Evidence Hub with the location where it was gathered. Zoom in to the map, or click on one of the numbers for a more detailed view. Once you have done this, you can click on a coloured pin for more information, and then click through to the evidence.
Using the Search or Filter options will change the evidence that appears on the maps. Use the Search box to find evidence based on the words in its title. Use the Filter bar to search by Type (evidence of project), by Proposition (related to learning, teaching, uptake or ethics), by Polarity (positive, negative or neutral/mixed) and by Sector (schools, universities, workplace or informal).
Click on the table or map above to explore the evidence.
Click on the table or map on the left to filter the flow diagram.
Key QuestionsDo learning analytics optimise the learning process? Does that lead to more efficient processes, allow resources to be better targeted, and save money and time? Do learning analytics lead to improvements in retention, completion and progression?
Most Viewed Evidence
- Course Signals at Purdue: Using Learning Analytics to Increase Student Success - 3417 Views
- The Student Activity Meter - 3114 Views
- Topic Modeling for Evaluating Students’ Reflective Writing: a Case Study of Pre-service Teachers’ Journals - 2165 Views
- Towards Analytics for Educational Interactive e-Books. The case of the Reflective Designer Analytics Platform (RDAP) - 1964 Views
- Supporting action research with learning analytics - 1866 Views