During the past years scholars have shown an increasing interest in supporting students' self-regulated learning (SRL). Learning analytics (LA) can be applied in various ways to identify a learner’s current state of self-regulation and support SRL processes. It is important to examine how LA has been used to identify the need for support in different phases of SRL cycle, which channels are used to mediate the intervention and how efficient and impactful the intervention is. This will help the learners to achieve the anticipated learning outcomes. The systematic literature review followed PRISMA 2020 statement to examine studies that applied LA interventions to enhance SRL. The search terms used for this research identified 753 papers in May 2021. Of these, 56 studies included the elements of LA, SRL, and intervention. The reviewed studies contained various LA interventions aimed at supporting SRL, but only 46% of them revealed a positive impact of an intervention on learning. Furthermore, only four studies reported positive effects for SRL and covered all three SRL phases (planning, performance, and reflection). Based on the findings of this literature review, the key recommendation is for all phases of SRL to be considered when planning interventions to support learning. In addition, more comparative research on this topic is needed to identify the most effective interventions and to provide further evidence on the effectiveness of interventions supporting SRL.

This study investigates the dynamic interplay between student engagement and self-regulated learning (SRL) in an online project management course. Using learning management system trace data combined with longitudinal self-reported SRL measures, we analysed data from 165 first-year business students through multi-channel sequencing and clustering algorithms. Results revealed three distinct patterns of learning behaviour with significant implications for intervention design: Low-regulating improvers (4.85%) who showed potential for growth with targeted support, Disengaged low regulators (44.85%) requiring comprehensive intervention in both engagement and self-regulation skills, and High-regulating improvers (50.30%) who demonstrated successful adaptation to online learning. Our innovative approach of analysing student progress individually rather than using fixed time points enabled more precise identification of support needs in asynchronous learning settings. The findings demonstrate that both engagement and self-regulation skills can develop over time with appropriate support, suggesting opportunities for adaptive intervention throughout the course. This research provides actionable insights for developing targeted support strategies, including early warning systems for at-risk students and personalized scaffolding approaches based on students' behavioural patterns. These findings advance learning analytics by providing a framework for real-time identification of student needs and evidence-based intervention design in online education. The results particularly emphasize the importance of continuous, pattern-based support for developing self-regulation skills in online environments.

This study investigates the relationship between students' self-efficacy beliefs, goal-setting, and learning tactics in an online business course. Using sequence analysis and process mining techniques, we analyzed log data from 209 students to identify distinct learning tactics and their association with self-efficacy beliefs, inferred from initial goal-setting and final grades. Four learning tactics were identified, with significant differences observed between students with high and low self-efficacy beliefs. High self-efficacy students demonstrated more varied and adaptive tactics, including greater use of quizzes and project-focused activities. In contrast, low self-efficacy students and those who didn't set goals showed less engagement and fewer monitoring activities. The project-focused tactic had the strongest correlation with final grades and goal achievement. Goal-setting at the course's start was linked to more effective learning behaviors and better outcomes. The study reveals how students' online learning behavior changes based on initial goal-setting and subsequent reflection. These findings contribute to research on self-regulated learning in online environments and offer practical implications for designing online courses and learning analytics interventions. Understanding these differences enables the development of targeted interventions to improve learning tactics and self-efficacy beliefs among students, ultimately enhancing their ability to achieve learning goals in online educational settings.

Recent workplace transformations have heightened the importance of soft skills, yet validated instruments for measuring these competencies remain limited. This study validates a comprehensive instrument measuring contemporary business soft skills using data from 294 participants representing 38 nationalities. Factor analysis revealed a robust 10-factor structure explaining 62.4% of the variance, with reliability coefficients ranging from .775 to .877. Results indicate the integration of traditionally distinct competencies and the emergence of new factorial combinations. The validated instrument provides a reliable tool for assessing soft skills in modern workplace contexts, particularly valuable for virtual and cross-cultural environments. The findings support more precise soft skills communication between employees, employers, educators, and students.

During the past years scholars have shown an increasing interest in supporting students' self-regulated learning (SRL). Learning analytics (LA) can be applied in various ways to identify a learner’s current state of self-regulation and support SRL processes. It is important to examine how LA has been used to identify the need for support in different phases of SRL cycle, which channels are used to mediate the intervention and how efficient and impactful the intervention is. This will help the learners to achieve the anticipated learning outcomes. The systematic literature review followed PRISMA 2020 statement to examine studies that applied LA interventions to enhance SRL. The search terms used for this research identified 753 papers in May 2021. Of these, 56 studies included the elements of LA, SRL, and intervention. The reviewed studies contained various LA interventions aimed at supporting SRL, but only 46% of them revealed a positive impact of an intervention on learning. Furthermore, only four studies reported positive effects for SRL and covered all three SRL phases (planning, performance, and reflection). Based on the findings of this literature review, the key recommendation is for all phases of SRL to be considered when planning interventions to support learning. In addition, more comparative research on this topic is needed to identify the most effective interventions and to provide further evidence on the effectiveness of interventions supporting SRL.