(1) The document reports on a systematic review of 35 studies examining how learning analytics (LA) and teaching analytics (TA) can support teaching success. (2) The studies were conducted between 2013-2020 in various countries and focused on students, teachers, curricula, or a combination. Dashboards and LMS data were common technologies used. (3) Key findings showed that LA/TA successfully helped teachers change materials, identify at-risk students, support instructional redesign decisions, and aid curriculum improvements, leading to reductions in failure rates and increased teaching awareness. However, large-scale evidence is still limited.

1. UTILIZING LEARNING ANALYTICS FOR
TEACHING SUCCESS
Dr. Jane Yin-Kim Yau12
Prof. Dirk Ifenthaler13
1University of Mannheim, Germany
2DIPF Leibniz Ins@tute for Research and Informa@on in
Educa@on, Germany
3Cur@n University, Australia

2. (1) Theore@cal Background
• Study dropout rate in Germany: 29 % (Heublein et al., 2017)
• PrognosHcaHon of study success or iden@fica@on of risk students
• Learning AnalyHcs (Ifenthaler, 2015)
• Use sta@cally and dynamically generated data from learners and learning
environments, analyse und visualisa@on in real-@me
• Goal modeling and op@miza@on of teaching-Learning processes and
learning environments
• Teaching AnalyHcs (Ndukwe & Daniel, 2020)
• “combines teaching exper1se, visual analy1cs and design-based research to
support teacher’s diagnos1c pedagogical ability to use data and evidence
to improve the quality of teaching”
• Lack of research: Systema@c reviews with focus on how LA/TA can
support teaching success

3. (2) Research Ques@on
Can LA be successfully used to inform
teaching staff to make necessary
adjustments in order to increase teaching
and study success?

4. (3) Methodology
May to June 2020
Aim: to locate empirical evidence of increased teaching success via LA/TA
SystemaHc Review (Okoli & Schabram, 2010): Eight Steps
• Interna@onal primary studies on the use of LA + teaching success
Databases: Google Scholar, ACM Digital Library, Web of Science, Science
Direct, ERIC and DBLP
Journals: JLA, Computers in Human Behaviour, Computers & Educa@on;
Australasian Journal & Bri@sh Journal of Educa@onal Technology
Search terms: “Learning Analy@cs” in combina@on with “teaching”,
“curriculum design”, “instruc@onal design” & “academic design”
Teaching success: more sa@sfactory teaching experiences by educators
including improved content, course materials, or even curriculum

5. (4) Systema@c Review (Inclusion)
1. Total Search Results (n 18,723)
2. Records screened (n = 2150)
3. Full-text ar@cles assessed for eligibility (n = 50)
4. Studies included in systema@c review (n = 35)
• Criteria: a) HE context, b) published from Jan 2013 – Dec 2020, c)
English, d) qualita@ve/quan@ta@ve findings, e) peer-reviewed
• Records excluded – n = 16,573; Full-text ar@cles excluded (n = 2100)

6. (5) Systema@c Review (Results: Year)
0
1
2
3
4
5
6
7
8
2013 2014 2015 2016 2017 2018 2019 2020
PublicaHons by year

7. (6) Systema@c Review (Results: Loca@on)
0 1 2 3 4 5 6
USA
Singapore
Netherlands
Japan
Philippines
Morocco
Saudi Arabia
Ecuador
Estonia
Greece
Canada

8. (7) Results: Orienta@on of studies (n = 35)
Student-oriented studies (5):
• to evaluate core competences using courses correspondence, taken
courses and grades
• to explore student interac@on and performance
• to provide comprehensive overview of students’ learning processes
based on the LMS log data
Students’ and Teachers’ perspecHves (5):
• to provide cogni@ve and behavioral process-oriented feedback to
learners and teachers to support regula@on of learning and student/
teacher interac@on
• to discover students' weaknesses (and at-risk students) and to support
teachers so that they can grasp
• to engage students in inquiry tasks, provide appropriate guidance and
inform teachers reflec@ve decision-making

9. (8) Results: Orienta@on of studies (n = 35)
Teacher-oriented studies (16):
• if the suggested interven@ons help enhance students’ learning ac@vi@es and
inves@gate if the use of a dashboard help inform subsequent teaching steps
• to discover new aspects that affects students’ learning results and inform/
improve current/future teaching prac@ce
• to iden@fy poten@al problems in their students’ learning difficul@es/problems +
instruc@on/learning design + to incorporate teaching improvements to the
teaching process (via logs)
• to propose a measurable set of indicators which help teachers to be more
reflec@ve in their teaching prac@ce
• to u@lize teachers’ or instructors' discussion strategies to make learner
interac@ons, engagement and performance deeper and more meaningful
• to use assessment analy@cs for needs analyses and to improve data
representa@on
• to assist teachers and leverage data to author criteria for improving different
teaching esp. in science

10. (9) Results: Orienta@on of studies (n = 35)
Curriculum-oriented studies (7):
• to provide insights to curriculum review including assessment of subject
grades, student sa@sfac@on and cohort comparisons + strategic curriculum
decision-making, design, analysis and evalua@on and recommenda@on
• to inves@gate online curricula mapping as a form of LA for collec@ng
instruc@onal and curricular design data
• to provide curriculum commiqees with competency-based LA informa@on to
determine whether curricula should be modified
• to generate the competency scores for the en@re curriculum across cogni@ve
and progression levels in order to analyze the whole degree program
Teachers’ and curriculums’ perspecHves (2):
• to analyze the qualita@ve feedback from students to guide instruc@on design
prac@ces and curriculum
• to help teachers reflect on their teaching design, prac@ces and curriculum

11. Categories of results DescripHon
Students’ answers/grades Ins@tu@onal survey data; Curriculum redesign; Curriculum coherence
Students’ social learning
behaviour/engagement
Curriculum mapping to unit plans & learning targets;
Curriculum redesign; Curriculum coherence
At-risk/low performers Curriculum mapping to unit plans & learning targets; Curriculum
redesign; Curriculum coherence;
Determine how students are taking their course in order to iden@fy issues
and improve their teaching and curriculum design by adding more focus
on a specific focus or redesigned a course module; analyse their lesson
plans and the curriculum
Course compleHon Ins@tu@onal survey data; Curriculum redesign; Curriculum coherence
(10) Indicators findings for Curriculum

12. (11) Results: Technologies for Analy@cs
Category Tool
Dashboard DaVID, Visual analy@cs of core competences
Loop, Visualizing naviga@onal paqerns
LAView, LA dashboard, LA dashboard for feedback
TA data driven analysis ASTEMOI, LAPLE-LA,
Accommda@ng teaching methods to students
learning capabili@es; Evalua@on of learning design
Teaching with analy@cs; Teacher regula@on
LMS Model with web analy@cs process,
Chromebook Behaviours Report,
Canvas LMS, Personal Learning Environment,
MEAP+, Eye-tracking in LMS, Mul@modal LA for
blended Learning
Curriculum analy@cs Analy@cs for curriculum review, online curriculum
development, social network analysis, curriculum
development tool

13. (12) Results: Technologies for Analy@cs
Teaching Success Curriculum development Success
Student failure rate was reduced
from 31% to 17% .
LA supported teachers
successfully in order to grasp
students’ learning situa@ons in
real @me and help was offered
immediately when detected that
they were having trouble with the
learning tasks
Program leaders have found ac@onable insights
useful and were provided with concrete evidence
in order to implement strategies for improvement
to curriculum review. Mapping of data types to
analyses could address specific curriculum review
ques@ons. Iden@fied key challenge include staff
lacking specialist skills and knowledge whereby an
interpreta@on guide & repor@ng template for
automa@c analysis & visualiza@on are to be
implemented & provided
LA successfully supported
teachers’ instruc@onal redesign
decisions due to increased
awareness of student online
ac@vi@es
Analy@cs have been successfully applied to
understand the strengths and weaknesses of their
curriculum and therefore aided improvements to
the curriculum redesign

14. (13) Conclusion and Limita@ons
A number of key studies informed that via LA/TA,
teachers could change their teaching materials prior to
class and reflect on their teaching design aserwards
via the LA dashboard.
LimitaHon: Large scales of evidence is missing.
Future Work: An interview study with HE educators to
evaluate their perspec@ves and percep@on on whether
LA can improve their teaching.
Thank you – Ques@ons please address to
yau@dipf.de or ifenthaler@uni-mannheim.de