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Theoretical insights on learning analytics application in instructional design.

Year: 2024
Type: article
Abstract: Relevance of the topic. To enhance the educational process, educators around the world use a variety of digital platforms and applications to enrich students' learning experience and help them meet the goals of modern technology-based education. The interaction of learners with digital learning platforms and management systems generates huge amounts of data. This data, which is growing and will continue to grow rapidly, is becoming an essential 'tool' for ensuring the quality and efficiency of education. Research problem. Learning analytics is defined as the collection, analysis, and reporting of data on learners and their contexts. It provides a powerful tool for educators to monitor and improve learning outcomes. Despite its potential, learning analytics faces some limitations, including potential for misinterpretation of data without pedagogical insights, lack of social aspect involvement. Research object – learning analytics. 104 Research aim - theoretically justify the potential of learning analytics in the field of instructional design, focusing on the analysis of the concept of learning analytics and instructional design models. Research methodology. A scientific literature review. Research objectives: 1.To theoretically analyse how learning analytics contributes to the effectiveness of the teaching and learning process in general education schools. 2.To examine the main instructional design models used in general education schools. 3.To reveal the possibilities of integrating learning analytics and instructional design. Research findings. One of the major challenges is that teachers must personally interpret, and act on data, often without sufficient pedagogical guidance or frameworks to translate insights into effective instructional strategies. In contrast, instructional design provides a structured approach to instructional planning and delivery, focusing on the systematic design of learning experiences grounded in pedagogical theories. The article introduces several prominent instructional design models, including TPACK (Technological Pedagogical Content Knowledge), ADDIE (Analysis, Design, Development, Implementation, Evaluation), 4C/ID (Four-Component Instructional Design), and the CAFE (Content, Action, Facilitation, Evaluation) model. Each of these models offers distinct advantages for creating learning environments that are pedagogically sound, learner-centered, and aligned with instructional goals. Conclusions: 1. The analysis of the literature has shown that learning analytics is becoming a common concept in educational discourse and have a potential to play a crucial role in improving teaching and learning practices, especially in distance education. Learning analytics focuses on learning data, i.e. a variety of indicators that reflect learners' activities. However, it is important to stress that learning data alone, without other contextual data and human access, is not 'capable' of transforming pedagogical practices. 2. Instructional design is a systematical approach designed to answer the questions "what, when, where and how to teach. It is most often associated with the paradigm of technology-enhanced education and helps educators to effectively plan teaching activities and structure content. Some aspects of instructional design models may differ, but they are linked to key elements such as gathering information about learners and their needs; designing successful educational strategies to achieve objectives; and critically assessing resources available for learning materials. 3. Learning analytics can contribute to a successful and effective instructional design, teaching and learning experiences. Learning analytics enables educators to make decisions based on data rather than personal opinion. The paper has shown that it is not only important to collect learning data, but to do so in a targeted way in order to improve the overall didactics. In the context of general education, the integration of learning analytics elements into the CAFE instructional design model revealed the potential of such integration.
Language: Lithuanian
Open Access status: green
OpenAlex ID: W7132699711
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