Increasingly, learning is taking place online or in blended courses. The virtual learning environments (VLEs) where these courses are delivered collect a vast quantity of data on the participants’ learning behavior and engagement with online activities. This paper will look at how analysis of these data might be used to develop the learning experience and further online pedagogy. It will also question whether possible developments are at odds with the values of traditional universities, and the desire of institutions to satisfy shareholders.
学習者ディベロプメント研究部会