Learning Analytics for Optimizing LMS-Based Academic Interactions in Higher Education

Abstract

This study aims to explore the role of learning analytics in optimizing academic interactions within Learning Management System (LMS)-based higher education environments. A qualitative research approach was employed using a case study design, as this design enables an in-depth and contextualized understanding of interaction practices and analytics implementation in real instructional settings. The research was conducted at a public higher education institution in Indonesia that has extensively implemented an institutional LMS to support online and blended learning. Data were collected through semi-structured interviews, LMS document analysis, and observational analysis. A total of ten informants participated in the study, consisting of six lecturers and four academic administrators, selected purposively due to their direct involvement in LMS-based teaching and learning management. The findings reveal that learning analytics enhances instructors’ ability to identify interaction patterns, support active engagement, and design data-informed instructional strategies. Analytics-supported practices contributed to improved teaching presence, social interaction, and cognitive engagement. The study recommends the systematic integration of learning analytics into instructional design and professional development to support interaction-oriented learning practices in higher education.