Evolving the 4C/ID model through learning analytics approaches: Teaching and learning system design framework for supporting learners' complex problem-solving

In recent years, there has been a surge in studies focusing on learning analytics (LA) aimed to collecting and analyzing learning trace data from various digital learning platforms. However, there is a need for these platforms to be designed from the ground up by LA experts, ensuring that data collection and analysis procedures align with the objectives and activities of teaching and learning as informed by established instructional theories. As a result, we developed a novel framework that integrates the 4C/ID model with LA approaches to enhance learners’ complex problem-solving abilities within online and blended learning environments. In developing this framework, we focused on the four core components of the original 4C/ID model along with the P-A-S cycle to determine optimal timing and methods for data collection and analysis. Our aim is to propose a framework that not only revisits and reinterprets the 4C/ID model but also fosters the development of a LA system embedded within digital learning platforms and closely tied to educational goals and learning activities. The findings of this study can serve as a valuable resource for designing and constructing adaptive teaching and learning systems, ultimately supporting learners in effectively cultivating their problem-solving skills.