Several governments across the world have temporarily closed educational institutions due to the COVID-19 pandemic. In response, numerous universities have seen a growing trend towards online learning scenarios. Thus, learning takes place not just within a person, but within and across the networks. However, the current implementations of open learning scenarios are facing many challenges, including: a) there is no systematic feature to track, evaluate and report the online learning activities of students; b) lack of immediacy and personal feedback; and c) lack of self-reflection. Consequently, Learning Analytics (LA) is one of the most distinguished solutions to address these challenges. In this study, the two kinds of LA dashboard, behavioral and cognitive, have been investigated. The methodological approach taken in this investigation was adopted from a design-based research framework, which blends empirical educational research with the theory-driven design of online learning environments. The initial sample consisted of 320 undergraduate nursing students. The cohort was divided into two groups according to the two types of LA dashboard. The findings have argued that behavioral dashboards took precedence over data evaluation items, while cognitive dashboards had the advantage in achieving the goals of LA -- e.g., awareness, self-reflection, and impact on learning process.