Learning Design and Learning Analytics to Improve Higher Education: A Systematic Literature Review.
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| Title: | Learning Design and Learning Analytics to Improve Higher Education: A Systematic Literature Review. |
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| Authors: | Jayashanka, Rangana1 rja@ucsc.cmb.ac.lk, Hettiarachchi, E.1 eno@ucsc.cmb.ac.lk, Wilagama, Prasad1 pdw@ucsc.cmb.ac.lk, Hewagamage, K. P.1 kph@ucsc.cmb.ac.lk |
| Source: | Electronic Journal of e-Learning. 2026, Vol. 24 Issue 2, p61-81. 21p. |
| Subject Terms: | *Learning analytics, *Higher education, *Individualized instruction, *Education ethics, *Educational technology, *Curriculum planning, Statistics |
| Abstract: | In recent years, higher education has increasingly emphasized the integration of Learning Design and Learning Analytics to foster more engaging, personalized, and effective learning environments. This systematic literature review investigates how these two domains interact to enhance teaching learning processes and improve educational outcomes. The review identifies key benefits and opportunities associated with this integration across three stakeholder groups: students, lecturers, and educational institutions by analyzing 55 peer-reviewed publications. The results show that learning effectiveness can be significantly enhanced through the visualization of students' learning interactions using straightforward and user-friendly analytical approaches. Furthermore, successful implementation requires the development of lecturers' data literacy and programming competencies, as well as the incorporation of sociocultural, psychological, and physical data to achieve a more holistic understanding of learners. The review also identifies four major research directions to guide future efforts in bridging Learning Analytics and Learning Design. Finally, the paper underscores the importance of establishing clear ethical and privacy frameworks to ensure the responsible application of Learning Analytics in higher education. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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