Learning Analytics in Supporting Teaching and Learning: Pedagogical Perspectives

Viewpoints into learning analytics and self-regulated learning have been attracting increasing attention in the educational technology research field; pedagogical perspectives, however, have not been given equal consideration. The aim of this chapter is to present the key issues and findings of a research and development project (OAHOT) that sought to draw together and better understand the possibilities for supporting higher education and primary education students’ self-regulated learning through the pedagogical use of Learning Analytics (LA). In the OAHOT project, we set out to develop and investigate teaching and environments that would intensively support the development of students’ learning, through the use of an integrated learning environment, pedagogical design and solutions, and also learning analytics and its visualizations. Various perspectives drawn from general logdata, students’ questionnaire responses and interviews, teacher interviews, and classroom observations, were examined to acquire a multifaceted perspective on learning environments that integrate LA into teaching and pedagogy. In this chapter, we highlight the challenges of developing a pedagogically meaningful use of learning analytics from a range of perspectives.