Media Links

UPOU Learning Analytics Report (PDF)
https://dl4d.org/wp-content/uploads/2018/11/Philippines-Learning-Analytics.pdf

Short video: Understanding Learning Analytics (YouTube)
https://www.youtube.com/watch?v=ZyKvR8r9p1I

UPOU Official Site
https://www.upou.edu.ph

As Philippine schools expand digital learning, some institutions are moving beyond simply posting materials online and are beginning to use learning analytics to understand how students learn, predict challenges, and improve support. A leading example is the University of the Philippines Open University (UPOU), which delivers full online programs supported by embedded analytics inside its Learning Management System (LMS).

How the System Works

When a student uses UPOU’s LMS, the platform collects and organizes a range of data:

Demographic information (age, prior education, work status, location)

Academic history (past grades, number of units taken)

Digital behavior (log-ins, time spent on activities, assessment submissions, pacing)

Researchers analyze these data to identify patterns linked to student success or difficulty. For instance, they found that steady pacing in courses, completing a readiness module, and consistent LMS activity are strong indicators that a student will successfully finish the program. Based on these patterns, UPOU can flag at-risk students early and provide support such as tutoring, flexible pacing, counseling, or changes in course load.

Effects and Benefits in the Philippine Context

In a country where many students are working, caring for family, or living in remote areas, analytics help personalize education at scale. Data insights allow UPOU to understand why some students struggle and offer targeted help rather than waiting until they have failed. This makes distance education more humane—recognizing different learning paths without forcing a one-size-fits-all model.

Learning analytics also inform curriculum decisions, helping faculty refine course design, improve orientation modules, and identify topics that require more scaffolding. Importantly, the system encourages continuous assessment, not just high-stakes exams, because teachers can see student progress as it happens.

Challenges and Ethical Considerations

Despite the promise of analytics, UPOU’s experience also highlights important challenges. Not all learning happens on the platform—students may study offline or receive help from peers or family, which the LMS cannot detect. There are also concerns around privacy and consent, especially when storing sensitive information about student behavior. Finally, analytics require solid infrastructure, digital literacy, and support systems—barriers that some Philippine schools still face.

Used responsibly, however, learning analytics can help create a supportive and equitable learning experience—not by replacing teachers, but by giving them clearer information about each student’s needs.

References (APA)

Reyes, C. T. (2018). Developing a student support system through learning analytics for undergraduates at the University of the Philippines Open University. Foundation for Information Technology Education and Development. Retrieved from https://dl4d.org/wp-content/uploads/2018/11/Philippines-Learning-Analytics.pdf

Rogers, J. K. B., Mercado, T. C. R., & Decano, R. S. (2025). Moodle interactions and academic performance: Educational data mining in a Philippine university. EduLearn, 19(1), 542–550.

Siang, S.-E. R. (2024). Reinforcing learning management systems with outcome-based education and learning analytics. TEM Journal, 13(4), 3346–3358.