{"title":"A learning analytics dashboard to support students' reflection on collaboration","authors":"Vanessa Echeverria, Gloria Fernandez Nieto, Linxuan Zhao, Evelyn Palominos, Namrata Srivastava, Dragan Gašević, Viktoria Pammer-Schindler, Roberto Martinez-Maldonado","doi":"10.1111/jcal.13088","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Dashboards play a prominent role in learning analytics (LA) research. In collaboration activities, dashboards can show traces of team participation. They are often evaluated based on students' perceived satisfaction and engagement with the dashboard. However, there is a notable methodological gap in understanding how these dashboards support the nuanced process of student reflection.</p>\n </section>\n \n <section>\n \n <h3> Objective</h3>\n \n <p>This paper presents empirical evidence on how students from high and low-performing groups reflect individually on their performance while using a Learning Analytics Dashboard (LAD).</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>We address this in the context of education in healthcare, wherein we captured actions and positioning data from a simulation-based collaborative activity and generated a collaborative LAD. A total of 41 nursing students were invited to participate in a post-hoc semi-structured individual interview to use a collaborative LAD while answering a set of prompts to reflect on their individual and group performance. Students' reflections were coded and analysed using Bain's 5R reflection framework. We used epistemic network analysis to capture the dynamic reflection process and to understand the connections between the reflection stages (from low to high). We compared how different these connections were for students in high and low-performing groups.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>Our results revealed that most students were only able to achieve low and middle stages of reflection. Yet, students in low-performing groups predominantly followed low-to-middle stages of reflection. In contrast, students from high-performing groups demonstrated the ability to transition between low-to-middle and low-to-high stages of reflection. Based on these findings, we discuss implications for both research and practice, particularly emphasising the necessity to scaffold reflection when using LADs.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1000,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.13088","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Background
Dashboards play a prominent role in learning analytics (LA) research. In collaboration activities, dashboards can show traces of team participation. They are often evaluated based on students' perceived satisfaction and engagement with the dashboard. However, there is a notable methodological gap in understanding how these dashboards support the nuanced process of student reflection.
Objective
This paper presents empirical evidence on how students from high and low-performing groups reflect individually on their performance while using a Learning Analytics Dashboard (LAD).
Methods
We address this in the context of education in healthcare, wherein we captured actions and positioning data from a simulation-based collaborative activity and generated a collaborative LAD. A total of 41 nursing students were invited to participate in a post-hoc semi-structured individual interview to use a collaborative LAD while answering a set of prompts to reflect on their individual and group performance. Students' reflections were coded and analysed using Bain's 5R reflection framework. We used epistemic network analysis to capture the dynamic reflection process and to understand the connections between the reflection stages (from low to high). We compared how different these connections were for students in high and low-performing groups.
Results and Conclusions
Our results revealed that most students were only able to achieve low and middle stages of reflection. Yet, students in low-performing groups predominantly followed low-to-middle stages of reflection. In contrast, students from high-performing groups demonstrated the ability to transition between low-to-middle and low-to-high stages of reflection. Based on these findings, we discuss implications for both research and practice, particularly emphasising the necessity to scaffold reflection when using LADs.
期刊介绍:
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope