A Participatory Approach to Designing a Student-Facing Dashboard for Online and Distance Education

Christothea Herodotou; Sagun  Shrestha; Catherine  Comfort; Heshan  Andrews; Paul  Mulholland; Vaclav  Bayer; Claire  Maguire; John Lee; Miriam  Fernandez

doi:10.18608/jla.2025.8481

Authors

Christothea Herodotou The Open University https://orcid.org/0000-0003-0980-1632
Sagun Shrestha The Open University https://orcid.org/0000-0001-9982-7275
Catherine Comfort The Open University https://orcid.org/0000-0001-8961-9608
Heshan Andrews The Open University https://orcid.org/0009-0008-1416-3923
Paul Mulholland The Open University https://orcid.org/0000-0001-6598-0757
Vaclav Bayer The Open University https://orcid.org/0000-0001-8953-6335
Claire Maguire The Open University https://orcid.org/0000-0001-6845-5421
John Lee The Open University https://orcid.org/0009-0006-2995-6761
Miriam Fernandez The Open University https://orcid.org/0000-0001-5939-4321

DOI:

https://doi.org/10.18608/jla.2025.8481

Keywords:

learning analytics dashboards, LADs, online students, participatory design, distance learning, research paper

Abstract

In this paper, we explore the design of a student-facing dashboard for online and distance learning with a focus on capturing and addressing specific learning needs. A participatory process involving 20 students was employed, which included a screening questionnaire and focus group discussions. The selection of data points to be displayed on the dashboard was mainly determined by student responses regarding the usefulness of a feature, and a high frequency of their agreement. The data analysis revealed that the learning needs of online students relate to course support and communication (with tutors and other students). In response to this, students expressed a desire for accessing information related to their assignments, study time, and tutorials. The data points endorsed by students related to descriptive (assignment scores, engagement with the virtual learning environment, material accessed), predictive (score prediction), and prescriptive data (material recommendations and contact information). Student choices of data points were driven by a desire to better understand their study progress and take appropriate action. These insights emphasize the need for designing dashboards that not only describe performance but foremost “prescribe” to students potential solutions to overcome performance challenges.

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A Participatory Approach to Designing a Student-Facing Dashboard for Online and Distance Education

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