The utilization of learning analytics to support teaching and learning has emerged as a newer phenomenon combining instructor-oriented action research, the mining of educational data, and the analyses of statistics and patterns. Learning analytics have documented, quantified and graphically displayed students' interactions, engagement, and performance to gain a more complex understanding of teaching and learning. Researchers and scholars have hailed learning analytics as one of the future game-changers in higher education. This study addressed important questions. How have instructors at institutions of higher learning explored learning analytics to reflect upon their teaching practice--specifically, curriculum, pedagogy, student learning and outcomes? What have been the perceived key challenges to the adoption and implementation of learning analytics by instructors at institutions of higher learning? A reflection on technology integration with an emphasis on the affordances and rhetoric of learning analytics to inform teaching and learning was presented. An exploratory study was undertaken consisting of a two-phased research approach--a dominant-less dominant design, addressing the nature and extent of instructors' use of learning analytics in higher education. The findings failed to substantiate extensive buy-in by instructors; challenges included a lack of time to learn and implement analytics, a culture of resistance, issues with change, and insufficient professional development, training and incentives. When learning analytics were used, it often involved supervisory and pro-active affordances for students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]