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Effective usage of Learning Analytics: What do practitioners want and where should distance learning institutions be going?

Rienties, Bart; Olney, Tom; Nichols, Mark and Herodotou, Christothea (2019). Effective usage of Learning Analytics: What do practitioners want and where should distance learning institutions be going? Open Learning: The Journal of Open, Distance and e-learning (Early Access).

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The implementation of learning analytics may empower distance learning institutions to provide real-time feedback to students and teachers. Given the leading role of the Open University UK (OU) in research and application of learning analytics, this study aims to share the lessons learned from the experiences of 42 participants from a range of faculty, academic and professional positions, and expertise with learning analytics. Furthermore, we explored where distance learning institutions should be going next in terms of learning analytics adoption.
The findings from the Learning Analytics User Stories (LAUS) workshop indicated that four key areas where more work is needed: communication, personalisation, integrated design, and development of an evidence-base. The workshop outputs signalled the aspiration for an integrated analytics system transcending the entire student experience, from initial student inquiry right through to qualification completion and into life-long learning. We hope that our study will spark discussion on whether (or not) distance learning institutions should pursue the dream of an integrated, personalised, and evidence-based learning analytics system that clearly communicates useful feedback to staff and students, or whether this will become an Orwellian nightmare.

Item Type: Journal Item
Copyright Holders: 2019 The Open University
ISSN: 1469-9958
Project Funding Details:
Funded Project NameProject IDFunding Body
Facilitating equitable access and quality education for development: South African International Distance EducationES/P002161/1ESRC Economic and Social Research Council
Keywords: learning analytics; distance education; case-study; professional development
Academic Unit/School: Institute of Educational Technology (IET)
Faculty of Science, Technology, Engineering and Mathematics (STEM)
Learning and Teaching Innovation (LTI) > Technology Enhanced Learning (TEL)
Learning and Teaching Innovation (LTI)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 66185
Depositing User: Bart Rienties
Date Deposited: 13 Aug 2019 13:01
Last Modified: 15 Dec 2019 12:48
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