Understanding student sentiment plays a vital role in understanding the changes that could or should be made in curriculum design at university. Learning Analytics (LA) has shown potential for improving student learning experiences and supporting teacher inquiry. Yet, there is limited research that reports on the adoption and actual use of LA to support teacher inquiry. This four-year longitudinal study captures sentiment of postgraduate students at a university in Ireland, by integrating LA with the steps of teacher inquiry. This study makes three important contributions to teaching and learning literature. First, it reports on the use of LA to support teacher inquiry over four one-year cycles of a Master of Science in Business Analytics programme between 2016 and 2020. Second, it provides evidence-based recommendations on how to optimise LA to support teacher inquiry, with specific attention as to how these can improve the assimilation of LA into the curriculum design and delivery. Third, the paper concludes with a research agenda to help improve the adoption and integration of LA in the future.

了解学生的情绪对于理解大学课程设计可能或应该做出的改变起着至关重要的作用。学习分析 (LA) 已显示出改善学生学习体验和支持教师探究的潜力。然而，关于 LA 的采用和实际使用来支持教师探究的研究却很有限。这项为期四年的纵向研究通过将洛杉矶与教师探究的步骤结合起来，捕捉了爱尔兰一所大学研究生的情绪。这项研究对文学教学做出了三项重要贡献。首先，它报告了 2016 年至 2020 年商业分析理学硕士课程四个一年周期中使用 LA 来支持教师探究的情况。其次，它就如何优化 LA 以支持教师探究提供了基于证据的建议，特别关注这些如何能够提高洛杉矶融入课程设计和交付的程度。第三，本文最后提出了一个研究议程，以帮助改善未来 LA 的采用和整合。