Each tool has a different frequency for updating their analytics.

• This frequency of updates may be useful for reviewing patterns of access across several days or weeks, but does not completely show the most recent activity.

• For example, don't use learning analytics to see if students accessed a course resource or assignment immediately before today's class
.

Data may report that a student has logged in, and accessed a course item, but cannot indicate how a student intellectually engaged with the course.

• Keep in mind that the data won't reflect whether a student downloaded content to read later, read the materials in-depth, skimmed or read superficially, or accessed reading material but didn't read at all.
• A lack of access data does not necessarily mean a lack of access to course materials. For example, data would not reflect instances where students may have been studying together, if only one student was logged in. 

• Data gives general information about the amount of access to a course item. For example, it does not show how much time a student spent on a specific course page or activity (duration).

There may be nuances in what data are logged for content stored outside of the Canvas course, due to how the data are captured or how the course was created.

• For example, links to some embedded content, and some videos or external websites will not be included. 
If you value this type of access data, become familiar with how this data is recorded in your course before interpreting it.

Data provided from a digital learning environment tool, for example Canvas, should not be used in isolation to detect academic misconduct or to provide evidence of dishonesty. 

• For further details, review Instructure’s statements on academic integrity. Instead, academic integrity concerns should be addressed with the Office of Student Conduct and Community Standards.