Learning Analytics: A View on the Design and Assessment of Asynchronous Online Discussions for Better Teaching Performance

In recent years, the impact of learning analytics has been investigated and explored in higher education contexts. This article aims to show how their application in online educational contexts is providing great support for teaching performance, especially in relation to the methodology applied, the monitoring of students’ interactions and participation, and the evaluation of activities, and how it can favor improvements in student performance and satisfaction. We therefore present the results obtained from use of the DIANA (DIAlog ANAlysis) tool designed for the research project “Use of learning analytics in digital environments: impact on the improvement of university teaching practice” (LAxDigTeach-21085GE). This study followed a mixed methodology (qualitative and quantitative) to better complement the data provided by learning analytics, given that the numerical data must be meaningful in the specific context in which they are collected. The results obtained are in line with previous research and show that the use of learning analytics have helped to improve teaching performance in relation to monitoring student interactions, participation, and evaluation, but are limited in terms of improving their performance and satisfaction. No generalized conclusions can be drawn as yet in light of the fact that the research project of which this study is a part has recently completed the pilot stage and we have only analyzed the information obtained in one of the participating subjects.This research was funded by the Ministry of Science and Innovation of Spain in the competition “Proyectos I+D+I 2020 Retos Investigación y Generación de Conocimiento” under the Project titled “Uso de analíticas de aprendizaje en entornos digitales: impacto en la mejora de la práctica docente universitaria (LAxDigTeach)”, grant number PID2020-115115GB-I00