Received: January 24, 2016 Revision received: November 24, 2016 Accepted: September 14, 2017 OnlineFirst: November 10, 2017 Copyright © 2017 EDAM www.estp.com.tr DOI 10.12738/estp.2017.6.0059  December 2017  17(6)  1893–1910 Research Article KURAM VE UYGULAMADA EĞİTİM BİLİMLERİ EDUCATIONAL SCIENCES: THEORY & PRACTICE Citation: Koç, M. (2017). Learning analytics of student participation and achievement in online distance education: A structural equation modeling. Educational Sciences: Theory & Practice, 17, 1893–1910. http://dx.doi.org/10.12738/estp.2017.6.0059 * A part of this study was presented as an oral presentation at the 8th International Computer Education and Instructional Technologies Symposium, September 18-20, 2014, Trakya University, Edirne, Turkey. 1 Correspondence to: Mustafa Koç, Department of Computer Education and Instructional Technology, Faculty of Education, Süleyman Demirel University, Isparta 32260 Turkey. Email: mustafakoc@sdu.edu.tr Abstract This study proposed a theoretical model explaining causal relationships between student participation and academic achievement through their learning analytics in a web–based distance education course, testing it using structural equation modeling (SEM) with an empirical dataset. The sample was composed of 167 university students enrolled in the Department of Computer Programming in the Distance Education Vocational School at a major state university in Turkey. Student participation was operationalized through learning analytics of the number of submissions to discussion forums and attendance to online lectures whereas academic achievement was represented by students’ performance on their project assignments and final exam. The results of the SEM analysis indicated that the modified version of the model had a good fit with the data (x 2 =2.52, df=1, p>.05, x 2 /df=2.52, GFI=.99, CFI=.99, RMSEA=.09, SRMR=.03). Discussion forum submission and online lecture attendance were found to be positively associated with each other. They had a positive direct effect on students’ project scores and a positive indirect effect on students’ final exam scores via their project scores. Moreover, discussion forum submission was found to have a direct positive effect on students’ final exam scores. Practical implications and suggestions for further research are discussed within the context of online learning. Keywords Online distance education • Learning analytics • Student participation • Academic achievement • Structural equation modeling Learning Analytics of Student Participation and Achievement in Online Distance Education: A Structural Equation Modeling * Mustafa Koç 1 Süleyman Demirel University