Learner dashboards: a precious yet underused self-regulation tool

Abstract

Currently, feedback is seen as the process by which students make sense of the information they receive and transform it into knowledge to guide future tasks (Carless & Boud, 2018). This information can come from multiple sources, including learning analytics (LA), which involve measuring, collecting, analyzing, and reporting data on students and their contexts to optimize learning (Siemens & Gasevic, 2012). LA can be displayed in learner dashboards, but it remains unclear how useful they are or whether students use them effectively. Additionally, more research is needed on how these tools support self-regulated learning and student agency (Matcha et al., 2020). Therefore, it is important to ask students which dashboard information they consider most critical so institutions can offer it to enhance self-regulation.