Improving Blended Learning in Higher Education Through the Synergy between Learning Design and Learning Analytics

Abstract

The use of Information and Communication Technology (ICT) in Blended education has rapidly increased in the 21st century. As a result, there is a growing interest in understanding to what extent innovative and interactive educational tools and technologies can be used for designing learning content to support Blended Learning. These tools are used in different courses, however, there is no possibility of tracking whether students are obtaining the maximum benefit. Learning Analytic tools can be used for tracking purposes. However, the data obtained from these tools alone will not offer benefits for improving Learning Designs. Therefore, it is important to build a synergy between Learning Analytics and Learning Design where it is possible to improve learner performance, engagement, interactions, and satisfaction. Accumulated research in these collaborative learning technologies has proposed and evaluated multiple models, frameworks, and implementation tools that engage learners in Blended Learning Environments. However, it is unclear to what extent the synergy between Learning Analytics and Learning Design can support Blended Learning. This paper contributes with a literature review that aims at providing an answer to this by offering insights about the context of use, technologies, types of activities, and collaboration mechanisms developed that can be used to improve Blended Learning in higher education.