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Exploring learning analytics practices and their benefits through the lens of three case studies in UK higher education.

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Title: Exploring learning analytics practices and their benefits through the lens of three case studies in UK higher education.
Authors: Dixon, Neil1 neil.dixon@aru.ac.uk, Howe, Rob2, Richter, Uwe Matthias1
Source: Research in Learning Technology. 2025, Vol. 33, p1-14. 14p.
Subject Terms: *Higher education, *Best practices, *Academic achievement, Empirical research, Participation, Scientific method, British people
Geographic Terms: United Kingdom
Abstract: Learning analytics (LA) provides insight into student performance and progress, allowing for targeted interventions and support to improve the student learning experience. Uses of LA are diverse, including measuring student engagement, retention, progression, student well-being and curriculum development. This article provides perspectives on the uses of LA in the UK through the analysis of an expert-led panel discussion held in June 2022. Two institutional case studies and a general overview from an LA service are presented, outlining examples of LA from both an institutional and national viewpoint. Following this, this article analyses the panel discussion themes in relation to the literature, covering both the data quality procedures and practices for learning, teaching and assessment. Outcomes and benefits from case studies are highlighted, which serve as best practice for other Higher Education institutions. [ABSTRACT FROM AUTHOR]
Copyright of Research in Learning Technology is the property of Association for Learning Technology and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Exploring learning analytics practices and their benefits through the lens of three case studies in UK higher education.
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  Data: <searchLink fieldCode="JN" term="%22Research+in+Learning+Technology%22">Research in Learning Technology</searchLink>. 2025, Vol. 33, p1-14. 14p.
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  Data: Learning analytics (LA) provides insight into student performance and progress, allowing for targeted interventions and support to improve the student learning experience. Uses of LA are diverse, including measuring student engagement, retention, progression, student well-being and curriculum development. This article provides perspectives on the uses of LA in the UK through the analysis of an expert-led panel discussion held in June 2022. Two institutional case studies and a general overview from an LA service are presented, outlining examples of LA from both an institutional and national viewpoint. Following this, this article analyses the panel discussion themes in relation to the literature, covering both the data quality procedures and practices for learning, teaching and assessment. Outcomes and benefits from case studies are highlighted, which serve as best practice for other Higher Education institutions. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Research in Learning Technology is the property of Association for Learning Technology and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.25304/rlt.v33.3127
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              Text: 2025
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