Learning analytics (LA) provides data-driven feedback that aims to improve learning and inform action. For learners, LA-based feedback may scaffold self-regulated learning skills, which are crucial to learning success. For teachers, LA-based feedback may help the evaluation of teaching effects and the need for interventions. However, the current development of LA has presented problems related to the cognitive, social-affective, and structural dimensions of feedback. In light of this, this position paper argues that attention needs to shift from the design of LA as a feedback product to one that facilitates a process in which both teachers and students play active roles in meaning-making. To this end, implications for feedback literacy in the context of LA are discussed.

翻译：学习分析（LA）提供数据驱动的反馈，旨在改善学习并指导行动。对于学习者而言，基于LA的反馈可能支撑自我调节学习技能，这对学习成功至关重要。对于教师而言，基于LA的反馈可能有助于评估教学效果及干预需求。然而，当前LA的发展呈现出与反馈的认知、社会情感及结构维度相关的问题。鉴于此，本文通过立场论述认为，关注点应从将LA设计为反馈产品，转向促进一个师生在意义建构中均发挥积极作用的反馈过程。为此，本文探讨了LA背景下反馈素养的相关启示。