STUDENT FACING LEARNING DASHBOARD DESIGN FOR ONLINE LEARNERS

Abstract

The shift from traditional classrooms to online learning has highlighted the need for self-regulated learning. This study investigates how learning analytics dashboards (LADs) can enhance self-regulation by visualizing performance data. An intelligent student-facing learning analytics dashboard (SF-LAD) was developed and evaluated to support online learners by improving planning, organization, and engagement. Key features include tracking progress over time, comparing performance with peers, analyzing discussion board sentiment, and monitoring login patterns to boost self-awareness. Findings show that younger students (<30) find dashboards more beneficial for self-reflection and engagement, though some features, like peer comparison and sentiment analysis, received mixed feedback, suggesting a need for customization. While the dashboard demonstrated usability within the 50th percentile, the net promoter score (-6%) indicated room for improvement, such as adding "call-to-action" prompts. Overall, SF-LADs proved effective for managing time, motivating action, and creating visibility, offering valuable insights for future iterations.