Exploring students’ interpretation of feedback delivered through learning analytics dashboards

Abstract

The delivery of feedback to students through learning analytics dashboards is becoming more common in higher education. However, it is not clear what ability students have to interpret this feedback in ways that will benefit their learning. This paper presents the preliminary results of a mixed methods study into students’ interpretation of feedback delivered through learning analytics dashboards and the influence this feedback has on students’ self-regulated learning. The findings from a preliminary analysis of the data from the first two phases will be discussed and the future phases of the research outlined. The outcomes of this research provide new insights into how dashboards can be designed to provide effective feedback in blended learning environments.