University of Oulu

Celik, I., Gedrimiene, E., Silvola, A., & Muukkonen, H. (2023). Response of learning analytics to the online education challenges during pandemic: Opportunities and key examples in higher education. Policy Futures in Education, 21(4), 387–404.

Response of learning analytics to the online education challenges during pandemic : opportunities and key examples in higher education

Saved in:
Author: Celik, Ismail1; Gedrimiene, Egle1; Silvola, Anni1;
Organizations: 1Faculty of Education, Learning and Learning Processes Research Unit, University of Oulu, Oulu, Finland
Format: article
Version: accepted version
Access: open
Online Access: PDF Full Text (PDF, 0.3 MB)
Persistent link:
Language: English
Published: SAGE Publications, 2022
Publish Date: 2022-06-09


Emerging technological advancements can play an essential role in overcoming challenges caused by the COVID-19 pandemic. As a promising educational technology field, Learning Analytics (LA) tools or systems can offer solutions to COVID-19 pandemic-related needs, obstacles, and expectations in higher education. In the current study, we systematically reviewed 20 papers to better understand the responses of LA tools to the online learning challenges that higher education students, instructors, and institutions faced during the pandemic. In addition, we attempted to provide key cases in which LA has been effectively deployed for various purposes during the pandemic in the higher education context. We found out several prominent challenges for stakeholders. Accordingly, learners needed of timely support and interaction, and experienced difficulty of time management. Instructors lacked pedagogical knowledge for online teaching. In particular, individual and collaborative assessment have been a challenge for them. Institutions have not been ready for a digital transformation and online teaching. In response to these challenges, LA tools have been deployed for the following opportunities: monitoring, planning online learning process, fostering learners’ engagement and motivation, facilitating assessment process; increasing interaction, improving retention, being easy to use. Understanding these promises can also give insight into future higher education policies.

see all

Series: Policy futures in education
ISSN: 1478-2103
ISSN-E: 1478-2103
ISSN-L: 1478-2103
Volume: 21
Issue: 4
Pages: 387 - 404
DOI: 10.1177/14782103221078401
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Copyright information: © The Author(s) 2022. The final authenticated version is available online at