Using Learning Analytics to Build a Learning Support Program for Distance Learning in Nursing

Japan's nurses have seen an increase in distance learning opportunities, but there is little information on the current situation or associated outcomes. This makes it difficult to appropriately implement measures that support distance learning. This study uses learning analytics based on distance learning logs and learner information to build a learning support program that is suitable for learners in the field of nursing. Our findings show that frequency of logins to a distance-learning course for nurses was related to course completion, as was login frequency to an orientation course and after three months from the course start. These results have implications for implementing support. For instance, educators will check the learner's learning status and provide suitable support as advice and metering. Additionally, these supports were applicable not only nurses but also all health professionals who receive training through distance learning.