Enhancing community of inquiry and reflective thinking skills of undergraduates through using learning analytics‐based process feedback.

This research aims to investigate into the effect of using learning analytics (LA)‐based process feedback on students' perceptions of community of inquiry (teaching, social and cognitive presence) and their reflective thinking skills. By using a mixed‐method research approach (QUAN + qual), this study was conducted as an experimental design with the pretest–posttest control group. A total of 104 university students who were randomly assigned to the experiment group (EG) and control group (CG) were recruited in this study. The procedure was conducted within the scope of the computing course based on the flipped classroom (FC) model. While the participants in the EG received LA‐based process feedback which shows their LA results in a weekly manner, those in the CG did not get any LA‐based process feedback. The data were collected through the Community of Inquiry Scale, the Reflective Thinking Scale and a semi‐structured student opinion form. The findings indicated that sending feedback including the students' LA results had a statistically significant effect on the students' perceptions of community of inquiry and reflective thinking skills. Based on the findings of the study, several recommendations for teachers, instructional designers and researchers have been made. Lay Description: What is already known about this topicLearning analytics provide a variety of opportunities for students to improve their learning processes and outcomes.It is seen that learning analytics are mostly used in the context of providing information about the students to the teachers.Further usage detail is required for the studies conducted with learning analytics.What this paper addsIn this study, the effect of the use of learning analytics as a feedback tool was investigated.The teacher provided individual recommendation and guidance feedback to students based on the results of learning analytics.This research aims to investigate into the effect of using learning analytics as a feedback tool on students' perceptions of community of inquiry and their reflective thinking skills.In this research, the effect of using learning analytics was investigated using experimental model.Implications for practice and/or policyThe findings indicated that sending feedback messages including the students' learning analytics results had a statistically significant effect on the students' perceptions of community of inquiry and their reflective thinking skills.The feedback messages effect on the students' teaching presences, social presences and cognitive presences. Recommendations and guidance based on learning analytics can be used in the context of improving students' learning processes and outcomes. [ABSTRACT FROM AUTHOR]