Reflective teaching practice: A case study on the use of learning analytics to inform learning design in a large first year course.

Abstract

The greater reliance on technology-enhanced learning (TEL) within higher education has led to increasing interest and opportunity for the collection and analysis of data created by students linked to their online learning activity and engagement. The hope of predicting student success has driven the field of learning analytics (LA), which has been touted as a game-changer for higher education. To date, most of the research has focused on improving student outcomes and retention but few have considered the impact of the use of LA by teachers on their own teaching practice. For this study, we have analysed interview data from teachers using OnTask, an LA tool used to send personalised messages to students at scale based on course engagement data. One interview theme highlighted the use of LA as an enabler of reflective teaching practice. In this poster, we explore how the use of this tool over several years has resulted in positive changes to course design, delivery and greater awareness of the needs of students.