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Learning analytics is an emerging field that has been gaining momentum in higher education. Learning analytics is the analysis and reporting of learner related data. Research has examined the benefits of learning analytics in higher education but there has been limited research conducted about the impact of showing students their own learning data. The aim of this study was to provide students with their own learner data, obtain feedback about the usefulness of this information and investigate if providing learning data leads to an increase in self-efficacy and selfreflection. The sample consisted of 78 students studying construction management, project management, and property and valuation. Students were provided with weekly learner reports that included data about their behaviour in a learning management system, their level of interaction in lectures, and their performance on assessments. A suggested target was provided toward an individualised behaviour goal, as well as comparison with both the contemporary class average and previous class averages. Students completed measures of self-efficacy and self-reflection pre and post intervention and feedback about the reports was obtained through surveys and a focus group. Results showed no significant change in self efficacy and self-reflection, however, students reported finding the learning analytics reports helpful, believed it helped them reflect on their own learning and wanted to see more analytics in other subjects. Results support the use of learning analytics in the classroom and suggest that they may enhance the student experience.

Improving the Student Experience with Learning Analytics in Construction Project Management Courses