The effective use of self-regulation strategies has been considered significant in online learning environments. It is known that learners must be supported in this context. Academic help-seeking (AHS), as one of the main self-regulated learning strategies, is associated with academic success. However, learners may avoid seeking help for cognitive, affective or social reasons. They might also be undecided about where to start when they need help. Therefore, external interventions are necessary to support learners in developing effective AHS skills. The purpose of this research was to examine the effect of prompts on fostering learners' online AHS behaviour using learning analytics approaches. The research was conducted in an experimental design and included two separate experimental studies. The prompts used in the first and second studies focused on different factors that disrupted effective AHS processes. Learning analytics indicators were used as a proxy to understand the participants' AHS behaviours in an online learning environment. The findings supported the idea that the prompts invited and guided students to relevant sources of help and fostered AHS behaviours in the online learning environment. Moreover, they contributed to the successful completion of learning tasks by up to 25%. The findings were discussed on the basis of the relevant literature, and suggestions for further research were provided.