There has been an increasing interest in learning analytics (LA) research especially in higher education (HE) in recent years. In this study, we conducted a systematic focused review of research, from 2016 to present, on using analytics in HE (specifically system- or user-generated data) to understand in what way such analytics has been investigated and if there are research evidences to support teaching and learning. Building upon previous reviews of literature on the topic, we identified four main areas that have not been covered sufficiently: (1) data processing techniques; (2) educational theoretical constructs employed in connection to using learning analytics; (3) pedagogical approaches; and (4) educational implications for future teaching and learning practices. We analyzed and synthesized the research and our findings should provide valuable insights on LA research to help researchers and practitioners advance our understanding of how LA is used to support teaching and learning in HE.