Learning Analytics – Didaktischer Benefit zur Verbesserung von Lehr-Lernprozessen? Implikationen aus dem Einsatz von Learning Analytics im Hochschulkontext

Digital data is an inherent by-product of the utilization of digital educational settings with a still widely unclaimed potential. The interpretation of this data imposes new challenges for teachers and learners.
Learning Analytics incorporates the aggregation and interpretation of data to improve teaching and learning processes. This paper focuses on the implications of implementation of Learning Analytics in a higher education setting, exemplified by the implementation in a specific research project. Within a first step, the didactical potential of Learning Analytics is drawn from literature with regard of the perspectives of learners, teachers, and content. Based on qualitative and quantitative accompanying study of the implementation of LA, didactical implications are derived for a higher education context.
The didactical potential claimed within the literature can also be identified within the underlying implementation of Learning Analytics. However, it also becomes apparent, that Learning Analytics imposes rising challenges for teachers and learners