This paper introduces a conceptual evaluation learning analytics (LA) model developed by Keypath Education and Melbourne Business School to analyse student engagement in an online learning environment. The paper describes how a targeted LA intervention was grounded within the ICAP theory for active learning to identify, visualise and analyse student engagement metrics in a 100% online setting. The architecture of the model, including its design principles and underlying assumptions, are broadly examined against the latest research in educational, LA, and data analytics research. This includes a discussion of our initial phase testing results of captured student data alongside a discussion of key questions and desired study outcomes for the upcoming phase 2 of the data intervention. As a result, this paper provides both specific insights into how we created an evidence based and pedagogically sound evaluation model of online student engagement within a specific suite of asynchronous educational tools, as well as more general and practical insights into how other universities could develop similar approaches to enhance understanding and support of a growing online student population.

The following is our collective attempt—staff- and student-centric, both in terms of outcomes and reporting—to unpack the complexities of our collaborative endeavour in 2017. We juxtapose our respective experiences of navigating the “normative hierarchical university paradigm” (Mercer-Mapstone et al., 2017, p. 18) to present a more collaborative and balanced discussion of our partnership. We reflect on our “way of doing things” (Healey, Flint, & Harrington, 2014, p. 12) so that the partnership process is more visible, particularly in relation to the challenges and negative outcomes. An ethos of reciprocity (Matthews, 2017) influenced our thinking and practice, and we were acutely aware of the complexities involved in real-life exchanges between staff and students. We discussed power openly throughout our collaboration, and here we speak about its function as equal co-authors of our empirical story. We are frank about the challenges that we faced and do not shy away from discussing failures, as well as lessons learned. We hope that this will help others to critically analyse and reflect on their own practice and, in the process, fully explore the transformative power of student partnerships for individuals and their institutions.

In this paper, we introduce the concept of student collegiality as a novel way to conceptualise student engagement in higher education-grounding our discussion in the evolving discourse of Students as Partners (SaP). We argue that student collegiality-a peer-to-peer discovery process-engages students in learning in a more authentic way than traditional pedagogical approaches and in the process supports their transition from higher education to professional working environments.