Use of online learning systems, such as learner dashboards, is increasing in university chemistry courses. Learning analytics can support student learning by providing feedback on concept mastery. This paper investigated how student use of a chemistry learner dashboard might be increased through class structure, instructor practice, and dashboard design changes across three iterations in a general chemistry course. Once acceptable levels of student dashboard use were achieved, further investigation of how students interacted with the dashboard, including accessing the variety of available resources, was conducted. Survey data and clickstream data from the dashboard were collected and analyzed in a convergent mixed methods design. This study found that changes in course structure, teacher practice, and dashboard design increased use of the dashboard and utilization of the variety of materials offered in it. Recommendations for instructors to effectively utilize a learner dashboard and increase student trust in the system are provided.