SUMMARY
The objective was to provide an analytical overview of the perceptions of educators from a public university in northeastern Colombia on the applicability of learning analytics in online environments in the university context. Methodologically, it was qualitative, under an interpretative paradigm and phenomenological perspective, the study took 5 teachers from that university as key informants. A semi-structured interview was used to collect the information. The results revealed that learning analytics offers an interpretative framework that ensures applicability in appropriate pedagogical aspects according to indicators based on the evidence of the data analyzed. It was concluded that, through the analysis of student patterns, it is possible to compare and analyze learning contents, learning organization and learning patterns, and based on these data, to derive the direction of improvement of the teaching method by monitoring learning progress.