2020 Volume 19 Issue 1 Pages 1-8
In the past decade, Japan’s nurses have benefitted from an increase in distance learning opportunities. However, there is little information on course completion and successful learning outcomes, making it difficult to implement appropriate measures that support distance learning, such as orientation courses and mentoring from faculties. This study applies learning analytics to distance learning logs and learner information to build a learning support program suitable for learners in the field of nursing. Our findings show that login frequency regarding a distance-learning course for nurses was related to course completion, as was login frequency to an orientation course three months after the start of the program. These results have implications for how educators monitor learning status and implement support. The findings, and their implications for instructional design and educator effectiveness, are applicable to all health professionals who receive education and training through distance learning.