Learning analytics driven improvements in learning design in higher education: A systematic literature review

Abstract

BackgroundDriven by the ongoing need to provide high‐quality learning and teaching, universities recently have shown an increased interest in using learning analytics (LA) for improving learning design (LD). However, the evidence of such improvements is scarce, and the maturity of such research is unclear.ObjectivesThis study is aimed to evaluate the maturity of research discussing LA‐driven LD improvements in higher education.MethodsThe systematic review analyses 49 empirical papers, assesses their quality and suggests further research directions. The review elaborates on methodological (research questions, strategy and methods, LA‐LD integration theoretical backgrounds) and substantial (LA‐driven LD improvements, types of data used, LA software development) features of the papers.Results and ConclusionsThe findings demonstrated the lack of theoretical alignment between LA and LD, with research tending towards user experience studies. The most frequently used research strategy was a case study; experiments were very rare. Researchers predominantly used parsing for collecting data and AI methods for analysing it; mostly used data types related to registering learners' engagement with learning activities as well as resources and tools provided in digital learning environments.TakeawaysThe research area discussing LA‐driven LD improvements still has a way to go before attaining the level of full maturity. Only a third of the papers reported actual LA‐driven LD improvements; moreover, only three papers measured their effectiveness. The presented LA software was mostly at the beta or implementation stages and did not assess the impact of using this software.

Implementation of Waterfall Method in Model Development to Improve Learning Quality of Computer Network Courses

“…The reality of developing learning using the Waterfall method at universities in Indonesia in improving the quality of learning in Computer Networks courses has several prominent aspects: 1. Gradual Adoption: The use of the Waterfall method in academic contexts, esp (Drugova et al, 2024) for Computer Networks courses in Indonesia, it is still in its early stages (Derakhshan, 2022) . 2.…”

“…5. Integration with Learning Technology (Drugova et al, 2024) : The application of the Waterfall method is also often integrated with the use of learning technology, such as e-learning platforms, which allows for better structuring of content and learning experiences. The general design used in implementing the Waterfall method in developing models to improve the quality of learning in Computer Networks courses.…”