{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/129455"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/129455","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Evaluation of a Learning Analytics Framework’s impact on online course design","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms","abstract_has_math":false,"creators":["Wu, Di"],"institution":"University of Illinois Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Kalantzis, Mary","Cope, William","Magee, Liam","You, Yu-ling"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-04-30","date_published":"2025-04-30","updated_at":"2026-07-22T22:25:05Z","subjects":["Learning analytics","online learning","course design","learner engagement","interpersonal interactions","Community of Inquiry Framework","Bi-directional LA-Course design Framework","Higher Education","Community College"],"languages":["en","eng"],"rights":["Copyright 2025 Di Wu"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/129455","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kalantzis, Mary","Cope, William","Magee, Liam","You, Yu-ling"]},{"key":"dc:creator","label":"Author","values":["Wu, Di"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-04-30","2025-05"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Learning analytics","online learning","course design","learner engagement","interpersonal interactions","Community of Inquiry Framework","Bi-directional LA-Course design Framework","Higher Education","Community College"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2025 Di Wu"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/129455"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms","The student, Di Wu, accepted the attached license on 2025-04-26 at 19:32.","The student, Di Wu, submitted this Dissertation for approval on 2025-04-26 at 19:52.","This Dissertation was approved for publication on 2025-04-30 at 08:19.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22012 on 2025-10-19 at 18:19:22","This dissertation explores how the Bi-directional Learning Analytics–Course Design Framework (BLDF) supports the design of interpersonal interaction in asynchronous online courses at U.S. community colleges. Grounded in the Bi-directional LA–Course Design Framework and the Community of Inquiry (CoI) framework, the study employs a qualitative multi-site case study method to examine how instructors and students experience the application of learning analytics in online course design. Data was collected through interviews with four instructors and focus groups with their students across three community colleges. Thematic analysis revealed that instructors perceived the BLDF as aligned with their pedagogical goals, especially in enhancing teaching presence and facilitating student engagement. The framework encouraged intentional communication and course adaptations focused on interaction. Students valued instructor responsiveness and the sense of connection it fostered in their learning environments. However, limitations in analytics tools, unclear framework guidance, and a lack of institutional support emerged as barriers to sustained implementation. Instructors needed structured training, learning analytics resources, and detailed guides to make the framework scalable and sustainable across settings. This study contributes to the growing field of learning analytics by offering a new learning analytics conceptual model called the ELEVATE framework and implementation guide. It provides a toolkit and insights into using learning analytics to inform data-driven learning design and improve interpersonal interaction in online learning."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Evaluation of a Learning Analytics Framework’s impact on online course design"]}]}],"canonical_facts":{"dc:contributor":["Kalantzis, Mary","Cope, William","Magee, Liam","You, Yu-ling"],"dc:creator":["Wu, Di"],"dc:date":["2025-04-30","2025-05"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms","The student, Di Wu, accepted the attached license on 2025-04-26 at 19:32.","The student, Di Wu, submitted this Dissertation for approval on 2025-04-26 at 19:52.","This Dissertation was approved for publication on 2025-04-30 at 08:19.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22012 on 2025-10-19 at 18:19:22","This dissertation explores how the Bi-directional Learning Analytics–Course Design Framework (BLDF) supports the design of interpersonal interaction in asynchronous online courses at U.S. community colleges. Grounded in the Bi-directional LA–Course Design Framework and the Community of Inquiry (CoI) framework, the study employs a qualitative multi-site case study method to examine how instructors and students experience the application of learning analytics in online course design. 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