J. Learn. Anal.最新文献_第10页

Investigating Collaboration as a Process with Theory-driven Learning Analytics 用理论驱动的学习分析研究协作过程

J. Learn. Anal. Pub Date : 2020-04-01 DOI: 10.18608/jla.2020.71.5

C. Kent, M. Cukurova

引用次数: 17

Exploring the Relationship between Emergent Sociocognitive Roles, Collaborative Problem- Solving Skills and Outcomes: A Group Communication Analysis 探索新兴社会认知角色、合作解决问题能力与结果之间的关系:一项群体沟通分析

J. Learn. Anal. Pub Date : 2020-04-01 DOI: 10.18608/jla.2020.71.4

Nia Dowell, Yiwen Lin, Andrew Godfrey, Christopher A. Brooks

{"title":"Exploring the Relationship between Emergent Sociocognitive Roles, Collaborative Problem- Solving Skills and Outcomes: A Group Communication Analysis","authors":"Nia Dowell, Yiwen Lin, Andrew Godfrey, Christopher A. Brooks","doi":"10.18608/jla.2020.71.4","DOIUrl":"https://doi.org/10.18608/jla.2020.71.4","url":null,"abstract":"\u0000 \u0000 \u0000Collaborative problem-solving (CPS) has become an essential component of today’s knowledge-based, innovation- centred economy and society. As such, communication and CPS are now considered critical 21st century skills and incorporated into educational practice, policy, and research. Despite general agreement that these are important skills, there is less agreement on how to capture sociocognitive processes automatically during team interactions to gain a better understanding of their relationship with CPS outcomes. The availability of naturally occurring educational discourse data within online CPS platforms presents a golden opportunity to advance understanding about online learner sociocognitive roles and ecologies. In this paper, we explore the relationship between emergent sociocognitive roles, collaborative problem-solving skills, and outcomes. Group Communication Analysis (GCA) — a computational linguistic framework for analyzing the sequential interactions of online team communication — was applied to a large CPS dataset in the domain of science (participant N = 967; team N = 480). The ETS Collaborative Science Assessment Prototype (ECSAP) was used to measure learners’ CPS skills, and CPS outcomes. Cluster analyses and linear mixed-effects modelling were used to detect learner roles, and assess the relationship between those roles on CPS skills and outcomes. Implications for future research and practice are discussed regarding sociocognitive roles and collaborative problem-solving skills. \u0000 \u0000 \u0000","PeriodicalId":145357,"journal":{"name":"J. Learn. Anal.","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125039409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 33

Measuring Mastery Behaviors at Scale: The Persistence, Effort, Resilience and Challenge-Seeking Task (PERC) 掌握行为的尺度测量:坚持、努力、弹性和挑战寻求任务(PERC)

J. Learn. Anal. Pub Date : 2020-03-29 DOI: 10.18608/jla.2020.71.2

Tenelle Porter, Diego Catalán Molina, Lisa S. Blackwell, Sylvia Roberts, A. Quirk, A. Duckworth, Kali Trzesniewski

引用次数: 11

Predicting Math Identity Through Language and Click-Stream Patterns in a Blended Learning Mathematics Program for Elementary Students 通过语言和点击流模式预测小学生的数学身份

J. Learn. Anal. Pub Date : 2020-03-29 DOI: 10.18608/jla.2020.71.3

S. Crossley, Shamya Karumbaiah, Jaclyn L. Ocumpaugh, Matthew J. Labrum, R. Baker

{"title":"Predicting Math Identity Through Language and Click-Stream Patterns in a Blended Learning Mathematics Program for Elementary Students","authors":"S. Crossley, Shamya Karumbaiah, Jaclyn L. Ocumpaugh, Matthew J. Labrum, R. Baker","doi":"10.18608/jla.2020.71.3","DOIUrl":"https://doi.org/10.18608/jla.2020.71.3","url":null,"abstract":"This study builds on prior research by leveraging natural language processing (NLP), click-stream analyses, and survey data to predict students’ mathematics success and math identity (namely, self-concept, interest, and value of mathematics). Specifically, we combine NLP tools designed to measure lexical sophistication, text cohesion, and sentiment with analyses of student click-stream data within an online mathematics tutoring system. We combine these data sources to predict elementary students’ success within the system as well as components of their math identity as measured though a standardized survey. Data from 147 students was examined longitudinally over a year of study. The results indicated links between math success and non-cognitive measures of math identity. Additionally, the results indicate that math identity was strongly predicted by click-stream variables and the production of more lexically sophisticated and cohesive language. In addition, significant variance in math identity was explained by affective and cognitive variables. The results indicate that NLP and click-stream data can combine to provide insights into non-cognitive constructs such as math identity.","PeriodicalId":145357,"journal":{"name":"J. Learn. Anal.","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133918626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

Ethical Challenges for Learning Analytics 学习分析的伦理挑战

J. Learn. Anal. Pub Date : 2019-12-13 DOI: 10.18608/jla.2019.63.5

Rebecca Ferguson

引用次数: 36

Curricular Concept Maps as Structured Learning Diaries: Collecting Data on Self-Regulated Learning and Conceptual Thinking for Learning Analytics Applications 作为结构化学习日记的课程概念图:收集自我调节学习的数据和学习分析应用的概念思维

J. Learn. Anal. Pub Date : 2019-12-13 DOI: 10.18608/jla.2019.63.13

V. Kivimäki, Joonas A. Pesonen, J. Romanoff, H. Remes, Petri Ihantola

引用次数: 8

Knowledge Building Analytics to Explore Crossing Disciplinary and Grade-Level Boundaries 跨越学科和年级界限的知识构建分析探索

J. Learn. Anal. Pub Date : 2019-12-13 DOI: 10.18608/jla.2019.63.9

Ahmad Khanlari, Gaoxia Zhu, M. Scardamalia

引用次数: 0

Moving Forward with Learning Analytics: Expert Views 学习分析向前发展:专家观点

J. Learn. Anal. Pub Date : 2019-12-13 DOI: 10.18608/jla.2019.63.8

Rebecca Ferguson, D. Clow, D. Griffiths, Andrew Brasher

{"title":"Moving Forward with Learning Analytics: Expert Views","authors":"Rebecca Ferguson, D. Clow, D. Griffiths, Andrew Brasher","doi":"10.18608/jla.2019.63.8","DOIUrl":"https://doi.org/10.18608/jla.2019.63.8","url":null,"abstract":"Learning analytics involve the measurement, collection, analysis, and reporting of data about learners and their contexts, in order to understand and optimise learning and the environments in which it occurs. Since emerging as a distinct field in 2011, learning analytics has grown rapidly, and early adopters around the world are already developing and deploying these new tools. This paper reports on a study that investigated how the field is likely to develop by 2025, in order to make recommendations for action to those concerned with the implementation of learning analytics. The study used a Policy Delphi approach, presenting a range of future scenarios to international experts in the field and asking for responses related to the desirability and feasibility of these scenarios, as well as actions that would be required. Responses were received from 103 people from 21 countries. Responses were coded thematically, inter-rater reliability was checked using Cohen’s kappa coefficient, and data were recoded if kappa was below 0.6. The seven major themes that were identified within the data were power, pedagogy, validity, regulation, complexity, ethics, and affect. The paper considers in detail each of these themes and its implications for the implementation of learning analytics.","PeriodicalId":145357,"journal":{"name":"J. Learn. Anal.","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129094773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 19

Monolith, Multiplicity or Multivocality: What do we stand for and where do we go from here? 整体，多重性或多声性:我们代表什么，我们从这里走向何方?

J. Learn. Anal. Pub Date : 2019-12-13 DOI: 10.18608/jla.2019.63.6

C. Rosé

引用次数: 9

Is Data Dark? Lessons from Borges's "Funes the Memorius" 数据黑暗吗?博尔赫斯《追忆之歌》的启示

J. Learn. Anal. Pub Date : 2019-12-13 DOI: 10.18608/jla.2019.63.7

Alfred Essa

{"title":"Is Data Dark? Lessons from Borges's \"Funes the Memorius\"","authors":"Alfred Essa","doi":"10.18608/jla.2019.63.7","DOIUrl":"https://doi.org/10.18608/jla.2019.63.7","url":null,"abstract":"In Funes the Memorius Jorge Luis Borges tells the tale of an Argentinian man who falls off a horse, becomes paralyzed, but with his misfortune acquires the strange gift of infinite memory. Funes remembers everything, which is to say he forgets nothing. l will use Borges' story as the backdrop for my response to Professor Selwyn. \u0000My commentary is in three parts. First, I begin by stating some core areas of agreement, of which there are many. Second, I examine Selwyn’s use of the word “data”. I argue that it perpetuates a number of common misconceptions about statistics and the scientific method. We cannot understand the importance of learning analytics without first clarifying these misconceptions and moving beyond them. In the course of my argument I challenge Selwyn’s central thesis that “Education is inherently social, inherently contextual, inherently subjective; it means you can’t objectively rate it, measure it, indicate it.” Third, I turn the table on Selwyn. As a critic of learning analytics Selwyn suggests that data “disadvantages large numbers of people”. I argue that the root problem in education is the status quo, which Selwyn unwittingly represents, and not learning analytics. If we care about equity in education, as part of a broader interest in social justice, then learning analytics and the use of educational data can be a powerful instrument for empowering the disadvantaged.","PeriodicalId":145357,"journal":{"name":"J. Learn. Anal.","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128470188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11