Online learning platforms can generate a great amount of data about how students engage in the learning process. This data is used to develop learning analytics dashboards as feedback tools to assist students in self-regulating their learning. But how do students use these tools to self-reflect? And how can they use the information provided by learning analytics dashboards (LAD) in a meaningful way?
In a new publication these questions are explored using the data from an experimental study with 417 students, which investigated how the students interpret and respond to feedback from LADs. In the study, the students were divided into 2 groups:
- A treatment group was given personalized self-regulated learning (SRL) feedback from the LAD on the basis of interactions and progress;
- A control group was given minimal feedback solely on the basis of average lecture scores.
After interacting with the dashboard, student participants were asked to write self-reflection texts outlining how they planned to adjust their study habits. These reflections—1,251 in total—were analyzed by human coders across three time points using a structured coding system that categorized learning strategies, metacognitive strategies, and learning materials.
The key findings from the study:
- Personalized feedback leads to deeper reflection: Students who received tailored feedback were more likely to focus on specific aspects of their learning, such as learning and planning strategies.
- Dashboard content shapes reflection: The type of information presented on the LAD greatly influenced the way in which students wrote their reflections. In other words, what students see determines what they think about.
- Perceived helpfulness matters: Students who found the feedback more helpful were more likely to incorporate suggested behavioral changes into their reflections. This shows that is not just important what feedback is given, but how it is perceived.
This study highlights that a well-designed LAD can be a powerful tool in helping students become more self-aware, strategic and successful learners—but only if it can give feedback that is not only personalized but also perceived as useful. In the end technology and feedback alone is not enough to help students: students need to embrace the feedback given and know how to utilize it for the learning journey.
For more information, check out the paper: