Learning Analytics-Supported Learning Design for a Dutch Distance Learning University

Although the existing literature acknowledges the potential of learning analytics in enhancing effective learning design, it lacks evidence on how learning analytics can support learning design considering diversity in instructional conditions. This indicates that learning context plays a major role in successful implementation of learning analytics-supported learning design as different instructional conditions require customized approaches for leveraging learning analytics indicating one-size-fits-all solution is not practical. Similarly, ‘inclusive learning’ requires contextualized learning analytics-supported learning design to be effectively adopted by teachers and educational institutions. Addressing this research gap, this case study presents the initial findings on the customization of the previously developed learning analytics tool, “FoLA2” (Fellowship of the Learning Activity and Analytics), for the context of distance education. This research was conducted at the Open University of the Netherlands (OUNL) which is a Dutch distance learning university. Building on the activating distance education model of the OUNL, we conducted interviews with teachers and analyzed different education documents of the OUNL to guide the customization of the FoLA2 tool for the specific needs and the instructional conditions of the OUNL. The results of this study can provide insights into the adoption of learning analytics-supported learning design within a distance education university that caters for learners with varying individual characteristics and learning conditions.