Learning Management Systems: A Shift Toward Learning and Academic Analytics

Abstract

This paper presents the major findings from a study conducted with six different universities in the U.S. regarding their use of the learning analytics (LA) capabilities available within their learning management systems (LMS). Data was collected from an online survey instrument, in-depth interviews with IT directors and academic administrators, and a case study in Embry-Riddle Aeronautical University. One observation is that universities are attempting to make better use of new analytics functions and the data stored in the university LMS in order to make more informed decisions regarding short-term and long-term goals and objectives. The new functions include analytics performed at the institutional level, college level, degree-program level, course level, and even course section level. Courses and degree programs as well as learning performance and objectives can be measured and analyzed using different goals, criteria, and accreditation requirements.