In a physical classroom, instructors can see who is dozing off, who is frowning, or which part of the lecture makes everyone look up to take notes. Online courses lack these signals, leaving many instructors to wait for student emails, refund requests, or poor enrollment numbers in the next cohort before realizing there is a problem.
Kanorio tracks every student's learning journey—down to the specific video segments watched, where they rewatch, playback speed, and buffering—and organizes this into actionable data. This guide covers the four most common questions after launching a course: How is the course performing? Which students need your help? Where should you improve the material? What should you teach next?
| Location | What to look for |
|---|---|
| “Courses › Overview” | A side-by-side comparison of all courses, plus students and units that need attention across courses. If you only have one course, it displays data for that specific course. |
| Course “Overview” tab | Complete data for a single course: student summary, learning outcomes, students to watch, course progress, units needing improvement, unit performance, and learning activity and viewing status within a period. |
| Course “Students” tab | One row per student, with filtering and export options; click a name to open that student's learning details. |
Each overview page is split into two sections. The top section shows cumulative data and current student status, unaffected by date ranges. The bottom section, "Activity during period," has a date picker where you can select the last 7, 30, 90 days, or a custom range (default is 30 days, including today). Check the top section to see how the course is doing overall, and the bottom section to see student activity this month.
Downloadable files do not track learning progress or viewing history, only download counts, so they do not have an overview tab.
During the first week to the first month after launch, focus on the Student Overview and Learning Outcomes in the top section, then check the "Typical Progress" in Course Progress. The table below outlines common scenarios and best practices:
| What you see | Usually means | What you can do |
|---|---|---|
| High percentage of “Not Started” students | Students bought the course but haven't taken the first step; often because there's no clear next step after enrollment. | Send a welcome email after enrollment with the first unit attached; make the first unit short and rewarding. |
| Many “In Progress” but low completion rate | Students started but got stuck in the middle of the course. | Check the main drop-off points marked in “Course Progress”; see Where to improve course materials below. |
| Median completion time is much longer than expected | The course volume doesn't match the time students can commit. | Break long units into shorter ones, or release them gradually based on enrollment days to give students a clear weekly pace. |
| Typical progress is under 20% at day 30 | Most students have only watched a small portion in a month. | Same as above; you can also send progress reminders on day 7 and day 14. |
| Many “Expired but Incomplete” | The viewing period might be too short. | Extend access for these students, or increase the duration for future courses. |
There is no universal standard for completion rates; self-paced recorded courses naturally have lower completion rates than cohort-based courses with deadlines. Before comparing numbers, compare them against your previous cohort or other courses on the same site to identify trends.
The "Students needing attention" section in the overview categorizes students who need your intervention. Each category shows the number of students and recent examples. Click "View all" to open a filtered student list:
| Category | How to identify | Recommended action |
|---|---|---|
| Stagnant | Haven't started 14 days after enrollment, or have progress but no learning activity for over 7 days (those inactive for over 90 days are excluded). | Send a reminder with the unit they last stopped at. If many people are stuck on the same unit, the issue is likely the unit, not the students. |
| Stuck on a checkpoint | Stuck on a checkpoint unit for over 7 days without passing. | Check if the checkpoint is too difficult and add a hint; you can mark it as complete for students who have already mastered it offline. |
| Quiz attempts exhausted | Quiz attempts used up without passing. | Privately find out which question they are stuck on and reset progress if needed to let them retake it. |
| Expired but Incomplete | Access expires within 14 days and the course isn't finished. | Remind them to make time or extend their access. |
| Recently Completed | Completed within 14 days. | This is the best time to upsell advanced courses, ask for a review, or request a testimonial. |
Email these students or tag them for segmentation; see . For stagnant students, a Webhook event is sent daily at 9:00 AM (site timezone)—at most once per student per course per week—allowing you to trigger automated reminders via external tools.
Click a student's name to open Learning Details, where you can see:
This data is particularly useful in these moments:
Individual progress also appears in the "Customers › Contacts" access tab, where you can also click through to Learning Details. Learning details do not show IP addresses, locations, devices, or exact timestamps of activity.
To identify what needs changing, look at three levels, from broad to specific:
| Symptom | When it's listed | Common causes | How to improve |
|---|---|---|---|
| Drop-off | Over 30% of students who reached this unit didn't finish it. | Too long, too difficult, or students don't see the relevance. | Split into two or three short videos; state what they will achieve at the beginning; make non-essential content optional. |
| Rewatch | Over 25% of views rewatched the same segment. | The segment is too fast, abstract, or requires repeated reference. | Find the location from the retention curve's rewatch line; add an infographic, a handout, or a slower supplementary short video. |
| Left within 15 seconds | Over 30% of views left within the first 15 seconds. | The opening isn't engaging, or there's a black screen/long intro. | Cut the intro and jump straight to the point in the first sentence. |
| Buffering | Over 20% of views experienced buffering. | File is too large or quality is too high, especially noticeable on mobile devices. | Re-upload a smaller version. |
| Playback speed | Over 50% of viewing time is at 1.5x speed or higher. | Pacing is slow, or it's too basic for most students. | Cut out pauses and repetitive segments; make basic content optional. |
Units with fewer than 5 students are not analyzed to avoid being misled by individual habits. Drop-offs and quizzes look at cumulative data; rewatching, early exits, buffering, and playback speed look at period-specific data. After updating your material, switch to a date range after the update to see if it improved.
One more signal in the retention curve is worth noting: Jump-in hotspots, the points where students most frequently drag the playhead to. Hotspots represent the content students want to see most; consider moving it earlier, mentioning it in the unit title, or making it a standalone unit. Conversely, if everyone skips a section at the start, you might be able to delete it.
| Metric | Calculation |
|---|---|
| Students | Number of people with access; if one person buys two courses, each counts once per course. |
| Student Status | Completed: Met graduation requirements; won't revert to incomplete if new units are added. In Progress: Opened at least one unit. Not Started: Has access but hasn't opened any units. Expired but Incomplete: Access expired without completion. |
| Start Rate | Students who opened at least one unit ÷ Students with access. |
| Completion Rate | Students who completed the course ÷ Students with access. |
| Median Completion Days | Median number of days from enrollment to completion. |
| Typical Progress | Median completion percentage of students at 7, 14, and 30 days after enrollment; only counts students who have reached those days. |
| Watch Time | Actual time spent by students: 10 minutes of video watched at 2x speed counts as 5 minutes; rewatches count; buffering time is excluded. |
| Average Watch Ratio | Average percentage of the video watched by each student; rewatches are not double-counted, so it won't exceed 100%. |
"—" is displayed when a metric is not applicable or cannot be calculated yet (e.g., no completions mean no "days to complete"), which is different from a value of 0.
Fast-forwarding to the end does not count as completion. Video unit completion is based on the sum of actual segments watched relative to the total length, reaching the course threshold (default 90%). Dragging the progress bar to the end without watching the middle segments does not count as completion and will not inflate your completion rate. See to adjust thresholds.
Students can also see their own learning records: in the Customer Center under "My Content," each course shows their completion percentage, watch time, and last watched date. New site privacy policy templates already include a disclosure that "learning progress and viewing history are recorded." If your privacy policy was created before this or written manually, we recommend adding this sentence.
Once connected, you can ask the AI questions directly; it reads the same data as the overview:
If you need to feed this into your own reports, the "Course Daily Stats" in the Data Workbench provides a daily summary per course, while "Learning and Viewing Progress" contains granular student data; engineers can also use the API to fetch these same numbers.
Yes, but the perspective changes. When there are fewer than 5 students, symptoms and retention curves are hidden to avoid being misled by individual habits. At this stage, the most useful data is the individual Student Learning Details, where you can see exactly where each person is stuck.
That metric is currently not applicable or cannot be calculated yet—for example, if there are no students, no completions, no quizzes, no certificates enabled, or no video units. Numbers will appear once students start taking the course.
Open that student's Learning Details. The most common cause is fast-forwarding through parts of a video (the heat map will show unwatched segments) or failing to click "Mark as complete" on text or PDF units.
Students can see their own completion percentage and watch time in the Customer Center. Whether you disclose that you can see these records is up to you; please include this in your site's privacy policy. New site templates already include this disclosure.
Student lists and individual progress can be exported to CSV via filters on the "Students" tab. Course-wide summary data can be organized by the AI Assistant or read from "Course Daily Stats" in the Data Workbench.
| Quiz | Under 50% of students answered a specific question correctly. | Question is unclear, or the corresponding content wasn't taught. | Check the question itself, then review the corresponding unit to see if it was explained clearly. |
| One count from pressing play to leaving; if the same student returns within 60 seconds, it counts as the same session. |
| Retention Curve | Video divided into 100 segments, showing the percentage of students who watched each; not drawn if fewer than 5 students watched. |