From learning analytics to educational interventions: enhancing decision-making and learning design

Abstract

Since the early development of learning analytics (LA), the cyclical nature of the process that starts with learning data and ends with educational interventions has been widely acknowledged. However, while LA research abounds, and LA practices are becoming more widespread, the final step of the cycle – introducing educational interventions - remains a challenge. The recently revised definition of LA puts a stronger focus on actionable insights to enhance learning and teaching. Recognizing that only trustworthy LA presents a basis for meaningful educational interventions, we conducted a study relying on group decision-making to explore and determine the key enablers of LA-based educational interventions. Our findings revealed seven enablers: institutional strategic orientation, pedagogical & other research foundations, available resources, pedagogical support, ethics & data governance, stakeholder engagement, and quality assurance. These enablers provide a foundation for the development and use of trustworthy LA systems to support data-informed decision-making, learning design, and educational change.