Designing learning success and avoiding learning failure through learning analytics: the case of policing in England and Wales

Jones, Matthew and Rienties, Bart (2022). Designing learning success and avoiding learning failure through learning analytics: the case of policing in England and Wales. Public Money and Management, 42(1) pp. 32–39.

DOI: https://doi.org/10.1080/09540962.2021.1979335

Abstract

How to effectively develop a framework of learning and development is a central challenge for contemporary organizations. New technologies and educational partnerships have transformed the ways in which professionals learn. This article explains how learning analytics can be used to design blended learning programmes and support learners in an evidence-informed way, so that learning ‘failures’ (withdrawal, underperformance and complaints) can be avoided. The article draws on several case studies, including the current learning and development challenges faced by police organizations in England and Wales, that support the case for learning analytics to achieve success in workforce training.

In an increasingly digital and globalized world, there is growing pressure on higher education institutions and organizations in both the public and private sectors to provide learning and professional development that can be delivered and supported online. This article explores the potential of learning analytics as an evidence-informed strategy to minimize learning failures in professional learning. Using policing in England and Wales as a case study for discussion, the article identifies how learning analytics can be used to design effective learning programmes based on the preferences and engagement of professional learners; track user experience and learning performance; and facilitate a tailored approach to learning tuition and support. The article makes a broad contribution to both contemporary academic debates related to police reform and professional development, as well as broader perspectives related to learning technologies and analytics.