Use Zoom (https://zoom.us), or Webex to construct online learning. Zoom is free and easy to use and enable group interaction and discussion and showing the changes live to a document on whiteboard.

The Fully Online Learning Community (FOLC) model was developed specifically for this purpose. See:

https://eilab.ca/fully-online-learning-community/

https://www.researchgate.net/project/Transforming-Online-Learning-The-Fully-Online-Learning-Community-FOLC-Model

Hi! As I understand your question, you want to conduct research on learning analytics in online environments. Then I do not understand if it is a research method you search or a model or a theoretical framework?

First, modern learning analytics engines need that students work in an online environment both for data collection and the direct reporting and analysis. As I see it, learning analytics can have some value for direct reporting to student and/or teacher (or to the system itself, or to the developer of the system) concerning progress of learnIng, but real value can come with taking it one step further, adaptive learning. That means that analysis of the students progress and difficulties is used for adapting the course itself. Next task should be on the right challenge level, not to difficult, not to easy. To maximise flow. The system shoul also detect if the student is unable to continue without covering learning gaps, and be able to help also with that. In adaptive learning theory there are 4 basic ”models” at work: expert model, student model, instructional model, instructional environment model. These models have their clear correspondents in the traditional teacher mindset. A working LA/AL system is both a student and teacher companion, helping both to understand snd adapt teaching and learning. The interface man - machine must be trimmed, though, for optimal function. Human mind has information processing capacity - what if LA/AL can free him/her up for more creative tasks and human feedback and support?

Then - what do you want to study? Function and adjustment of models inside LA/AL? Interface with students? Interface with teachers? The systems own machine learning? Information ethics and the trust issue?

Then research methods...well adapt to the wuestion, take help from the literature review on similar research.

Theory? A lot of theory claims to be useful. I would recommend Luciano Floridi’s general ”Philosophy of Information” and ”Ethics of Information”, perhaps also with the ”Method of levels of abstractions” as understanding of this may be dependent of roles in the teaching-learning process.

@ Yaw Boateng Ampadu You need to understand that the application of data mining techniques and machine learning algorithms for the collection, wrangling, cleansing, storage and analysis from online sources requires an approach quite different from traditionally known research methods such that there is no need for Hypothesis testing, randomised design and so on. Instead, the collected and cleansed data is allowed to do the talking.

The beautiful thing about big data analytics (collection and analysis of large volumes of data from online sources, databases and data warehouses) is that you can rephrase, reshape and review your research questions in the course of the research work. I hope that I have answered your question in my own little way.

Exactly. That oß why big data analytics is encouraged in mixed methods and in multidisciplinary research. Thank you for the moral support.