Utilizing learning analytics in primary school in two diverse learning processes

Teacher reflections

Abstract

This case description explores the experiences of using learning analytics (LA) in primary school classrooms in two diverse pedagogical settings. The first, a highly structured individual learning process, Space, emphasised individual learning and used the learning management system (LMS) to guide pupils’ learning, allowing teachers to monitor progress and make more data-informed decisions. The second, a collaborative and more open learning process Sustainable Development, demanded teachers to take a more active role in guiding the learning process and the LMS was underutilized by the pupils. This case description underscores the importance of time availability, data reliability and alignment with teachers’ needs for effective LA use. Accordingly, teacher training and reflection are needed for teachers to understand the role of LA in different learning processes to scrutinize the usage of LA. It suggests that pedagogical aspects and learning theories should be key elements in learning designs utilizing LA.