Abstract—Learning analytics is referred to the measurement, collection, analysis, and reporting of information about learners and their contexts for the purposes of understanding and optimizing learning. In recent years learning analytics has emerged as a promising area of research that traces the digital footprint of the learners and extracts useful knowledge from educational databases to understand students’ progress and performance. As the amount of data available to the educators is increasing exponentially, the potential benefits of learning analytics can be far-reaching to all stakeholders in education, including students, teachers, leaders, and policymakers. Substantial numbers of investigations in learning analytics have been conducted and reported the strategies, techniques, and approaches on this topic in the literature. This paper examines the recent attempts to conduct systematic research highlighting the current trends, creative and unique approaches in learning analytics, and presents their findings and suggests improvement in instructional design.

 

Index Terms—Learning analytics; student performance; instructional design

Cite: Myint Swe Khine, "Learning Analytics and Adaptive Instructional Design Strategies," International Journal of Learning and Teaching, Vol. 6, No. 4, pp. 225-229, December 2020. doi: 10.18178/ijlt.6.4.225-229

Copyright © 2020 by the authors. This is an open access article distributed under the Creative Commons Attribution License (CC BY-NC-ND 4.0), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.