Learning analytics has vast potential as a tool to further unlock the effectiveness of education in a digital age. The amount of data that can be gathered from varying access points can provide new insight and knowledge into how learners are interacting with course materials, learning systems and even fellow classmates. Research and experimentation is uncovering forms of best practice and possible factors on which to centre the analysis of students in an effective way, however learning analytics has yet to be comprehensively implemented country-wide in the United Kingdom.
Halliday, J., & Anderson, M. (2016). Developing a Framework for the Visualisation of Learning Analytics in UK Higher Education. In M. Anderson, & C. Gavan (Eds.), Developing Effective Educational Experiences through Learning Analytics (pp. 119-142). IGI Global. https://doi.org/10.4018/978-1-4666-9983-0