International Journal of Education and Development using ICT

International Journal of Education and Development using ICT > Vol. 21, No. 1 (2025)

Synergies of data-driven learning analytics and the transformation of student learning: The missing piece of the puzzle in a case study

Chrispen Chiome, Department of Educational Management, College of Education, University of South

Abstract
This mixed-methods study examined the missing piece of the puzzle in transforming student learning through data-driven learning analytics. It is a case study of an open, distance, and e-learning institution in Zimbabwe. Data were collected from the analytics generated via the learning management platform, and this was supplemented by interviews with the teaching Faculty. The results show that while learning analytics provide data visualizations on engagement and performance in this institution, there are still many missing pieces of the puzzle that prevent this institution from fully utilizing learning analytics. The results show that this institution is a long way off in building on how data intersects with human decisions, optimal use of resources to achieve learning outcomes, and the improvement of the data infrastructure. The results also showed that the recommendations arising from data analytics were not being implemented. The university was not using data analysis to adjust or enhance student learning and failed to use predictive and prescriptive analytics. Other areas that were found wanting include, monitoring student course activity in real-time, and using personal data tracking to support learning. The research concludes that learning analytics improve teaching and learning, enhances the quality of teaching, quality of monitoring, quality of feedback, and quality of data-driven decision-making, among others. The institution under study is still grappling with the missing piece of the puzzle to tap into the extensive learning data to transform student learning. These areas are discussed in this paper.

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