Data analytics in online course design and student engagement
DOI:
https://doi.org/10.46502/issn.1856-7576/2025.19.03.9Keywords:
Learning Analytics, Online Learning, Course Design, Student Engagement, Blackboard LMS, Higher EducationAbstract
This study applies data analysis to the improvement of online course design and students’ learning outcomes in college course. Existing studies focus on the technical aspects of learning analytics and neglect comparisons between student and faculty perceptions, along with limited attention to their impact on the quality of online courses. This study aims to fill these gaps by exploring users' experiences with analytics tools in the Blackboard system at Northern Border University. It also seeks to understand how these experiences impact their perceptions of the quality of online course design. The descriptive analytical approach of a mixed method was applied in a survey of 160 students, 160 faculty members, 5 students, and 5 instructors. Both quantitative data gauged satisfaction, engagement, and usage of the Blackboard LMS analytics tools. In contrast, qualitative interviews with students and faculty asked about perceptions, experiences and recommendations for improving course design. Results show a strong link between interactive design elements and improved engagement and outcomes. Faculty and students highlighted several barriers, including limited training and underuse of analytical dashboards. The findings suggest actionable strategies for embedding data analytics in online learning design. Recommendations include faculty training, enhanced dashboards, and policy reforms to encourage data-informed pedagogy.
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