Learning Analytics Dashboards (LAD) equip learners with visual insights into their study activities, enabling informed decision-making. This paper introduces a LAD plugin tailored to individual needs to improve distance learners’ skills in metacognition and self-regulation. Through a co-design approach involving focus groups and interviews, students identified desired features like comprehensive resource overviews, deadline tracking, progress highlights, and enhanced interactions with peers and instructors. The final dashboard design allows learners to assess and track their knowledge, progress, and upcoming tasks, with metrics that facilitate comparisons against their goals and provide adaptive feedback. A user study (N=177) confirmed that users are engaged with the dashboard, but the planning and reflection tools were used less than the monitoring tools.