Indicators for Cooperative, Online-Based Learning and Their Role in Quality Management of Online Learning

Research Anthology on Developing Effective Online Learning Courses Pub Date : 1900-01-01 DOI:10.4018/978-1-5225-5769-2.CH001

E. Ammenwerth, W. Hackl, A. Hoerbst, M. Felderer

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引用次数: 6

Abstract

Learning is a constructive and social process that works best in interaction with others. From this perspective, interaction and cooperation are seen as essential for learning especially in online-based learning environments. The objective of this chapter is to propose and test indicators for cooperative online-based learning. The indicators focus on three areas: presence of participants (indicators: access index, access pattern index), participation of participants (reading index, contribution index, completion index), and interaction of participants (answer contribution index, connectivity index, reciprocity index). The indicators can be applied both to students and instructors. The indicators were applied to three online-based courses in higher education. Log data from the learning management system was used. Also, success rates, student evaluations, and workload analysis were conducted. Results show that the indicators can be calculated automatically and can provide meaningful information for students' and instructors' dashboards. The presented indicators are tailored to cooperative online-based learning environments, where interaction and cooperation are means of fostering higher levels of learning.

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合作在线学习指标及其在在线学习质量管理中的作用

学习是一个建设性的社会过程，在与他人的互动中效果最好。从这个角度来看，互动和合作被认为是学习的必要条件，尤其是在基于网络的学习环境中。本章的目的是提出和测试合作在线学习的指标。这些指标集中在三个方面:参与者的存在(指标:访问指数、访问模式指数)、参与者的参与(阅读指数、贡献指数、完成指数)和参与者的互动(回答贡献指数、连通性指数、互惠指数)。这些指标既适用于学生，也适用于教师。这些指标被应用于高等教育的三门在线课程。使用学习管理系统的日志数据。此外，还进行了成功率、学生评价和工作量分析。结果表明，该指标可以自动计算，并为学生和教师的仪表板提供有意义的信息。所提出的指标是为基于合作的在线学习环境量身定制的，在这种环境中，互动和合作是促进更高水平学习的手段。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Research Anthology on Developing Effective Online Learning Courses

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