<p>Learning analytics can provide students with actionable feedback information to enhance their feedback processes. Although online feedback processes in response to actionable feedback information in advisory dashboards have been studied before, no studies have investigated students’ offline activities, such as reviewing written notes, while these offline activities are important ways in which students process feedback. In the current study, 393 students enrolled in a second-year law course took a prior knowledge test and received personalized actionable feedback information, shown on an advisory dashboard. The dashboard suggested which knowledge clips and quizzes could be used to remediate their prior knowledge. Using digital trace, questionnaire and interview data, we investigated the relationship between students’ test results and online and offline feedback activities in response to the actionable feedback information. Analyses showed no significant relationship between test results and feedback activities. However, students who took the test engaged more often in feedback activities than those who did not, suggesting the test and feedback information primarily had a signalling function. Furthermore, more students used offline feedback activities than online feedback activities to remediate their prior knowledge. Including offline learning data in addition to online learning data may thus provide a more comprehensive picture of feedback processes.</p>