Abstract
Learning analytics (LA) constitutes a key opportunity to support learning design (LD) in blended learning environments. However, details as to how LA supports LD in practice and information on teacher experiences with LA are limited. This study explores the potential of LA to inform LD based on a one-semester undergraduate blended learning course at a Norwegian university. Our findings indicate that creating valuable connections between LA and LD requires a detailed analysis of student checkpoints (e.g., online logins) and process analytics (e.g., online content and interaction dynamics) to find meaningful learning behaviour patterns that can be forwarded to teachers in retrospect to support the redesign of courses. Moreover, the teachers in our study found the LA visualizations to be valuable for understanding student online learning processes, but they also requested the timely sharing of aggregated LA visualizations in a simple, easy-to-interpret format, yet detailed enough to be informative and actionable. We conclude the paper by arguing that the potential of LA to support LD is improved when multiple levels of LA are considered.