https://journal.alt.ac.uk/index.php/rlt Association for Learning Technology en-US Research in Learning Technology 2156-7069 <p>Authors contributing to <a href="https://journal.alt.ac.uk/index.php/rlt" target="_blank" rel="noopener"><em>Research in Learning Technology</em></a> retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (<a href="http://creativecommons.org/licenses/by/4.0/" target="_blank" rel="noopener">http://creativecommons.org/licenses/by/4.0/</a>) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that <span style="text-decoration: underline;">appropriate credit</span> is given, that a link to the license is provided, and that you <span style="text-decoration: underline;">indicate if changes were made</span>. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.<br><br><br></p> https://journal.alt.ac.uk/index.php/rlt/article/view/3127 <p>Learning analytics (LA) provides insight into student performance and progress, allowing for targeted interventions and support to improve the student learning experience. Uses of LA are diverse, including measuring student engagement, retention, progression, student well-being and curriculum development. This article provides perspectives on the uses of LA in the UK through the analysis of an expert-led panel discussion held in June 2022. Two institutional case studies and a general overview from an LA service are presented, outlining examples of LA from both an institutional and national viewpoint. Following this, this article analyses the panel discussion themes in relation to the literature, covering both the data quality procedures and practices for learning, teaching and assessment. Outcomes and benefits from case studies are highlighted, which serve as best practice for other Higher Education institutions.</p> Neil Dixon Rob Howe Uwe Matthias Richter Copyright (c) 2025 The Authors http://creativecommons.org/licenses/by/4.0 2025-02-10 2025-02-10 33 10.25304/rlt.v33.3127