J. Learn. Anal.最新文献_第8页

Collaboration Analytics - Current State and Potential Futures 协作分析-当前状态和潜在的未来

J. Learn. Anal. Pub Date : 2021-04-08 DOI: 10.18608/JLA.2021.7447

Bertrand Schneider, Nia Dowell, Kate Thompson

引用次数: 23

Deep Networks for Collaboration Analytics: Promoting Automatic Analysis of Face-to-Face Interaction in the Context of Inquiry-Based Learning 协作分析的深度网络:在基于探究的学习环境中促进面对面互动的自动分析

J. Learn. Anal. Pub Date : 2021-04-08 DOI: 10.18608/JLA.2021.7118

Joni Lämsä, Pablo Uribe, Abelino Jiménez, Daniela Caballero, Raija H. Hämäläinen, R. Araya

{"title":"Deep Networks for Collaboration Analytics: Promoting Automatic Analysis of Face-to-Face Interaction in the Context of Inquiry-Based Learning","authors":"Joni Lämsä, Pablo Uribe, Abelino Jiménez, Daniela Caballero, Raija H. Hämäläinen, R. Araya","doi":"10.18608/JLA.2021.7118","DOIUrl":"https://doi.org/10.18608/JLA.2021.7118","url":null,"abstract":"Scholars have applied automatic content analysis to study computer-mediated communication in computer-supported collaborative learning (CSCL). Since CSCL also takes place in face-to-face interactions, we studied the automatic coding accuracy of manually transcribed face-to-face communication. We conducted our study in an authentic higher-education physics context where computer-supported collaborative inquiry-based learning (CSCIL) is a popular pedagogical approach. Since learners’ needs for support in CSCIL vary in the different inquiry phases (orientation, conceptualization, investigation, conclusion, and discussion), we studied, first, how the coding accuracy of five computational models (based on word embeddings and deep neural networks with attention layers) differed in the various inquiry-based learning (IBL) phases when compared to human coding. Second, we investigated how the different features of the best performing computational model improved the coding accuracy. The study indicated that the accuracy of the best performing computational model (differentiated attention with pre-trained static embeddings) was slightly better than that of the human coder (58.9% vs. 54.3%). We also found that considering the previous and following utterances, as well as the relative position of the utterance, improved the model’s accuracy. Our method illustrates how computational models can be trained for specific purposes (e.g., to code IBL phases) with small data sets by using pre-trained models.","PeriodicalId":145357,"journal":{"name":"J. Learn. Anal.","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114465078","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: 12

Collaboration Analytics Need More Comprehensive Models and Methods: An Opinion Paper 协作分析需要更全面的模型和方法

J. Learn. Anal. Pub Date : 2021-04-08 DOI: 10.18608/JLA.2021.7288

A. Han, Florian Krieger, Samuel Greiff

{"title":"Collaboration Analytics Need More Comprehensive Models and Methods: An Opinion Paper","authors":"A. Han, Florian Krieger, Samuel Greiff","doi":"10.18608/JLA.2021.7288","DOIUrl":"https://doi.org/10.18608/JLA.2021.7288","url":null,"abstract":"As technology advances, learning analytics is expanding to include students’ collaboration settings. Despite their increasing application in practice, some types of analytics might not fully capture the comprehensive educational contexts in which students’ collaboration takes place (e.g., when data is collected and processed without predefined models, which forces users to make conclusions without sufficient contextual information). Furthermore, existing definitions and perspectives on collaboration analytics are incongruent. In light of these circumstances, this opinion paper takes a collaborative classroom setting as context and explores relevant comprehensive models for collaboration analytics. Specifically, this paper is based on Pei-Ling Tan and Koh’s ecological lens (2017, Situating learning analytics pedagogically: Towards an ecological lens. Learning: Research and Practice, 3(1), 1–11. https://doi.org/10.1080/23735082.2017.1305661), which illustrates the co-emergence of three interactions among students, teachers, and content interwoven with time. Moreover, this paper suggests several factors to consider in each interaction when executing collaboration analytics. Agendas and recommendations for future research are also presented.","PeriodicalId":145357,"journal":{"name":"J. Learn. Anal.","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124620293","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: 8

Mapping the Ethics of Learning Analytics in Higher Education: A Systematic Literature Review of Empirical Research 映射高等教育学习分析的伦理:实证研究的系统文献综述

J. Learn. Anal. Pub Date : 2021-02-26 DOI: 10.18608/JLA.2021.1

T. Cerratto Pargman, C. McGrath

引用次数: 25

Multimodal Learning Analytics to Inform Learning Design: Lessons Learned from Computing Education 为学习设计提供信息的多模态学习分析:计算机教育的经验教训

J. Learn. Anal. Pub Date : 2020-12-17 DOI: 10.18608/jla.2020.73.7

Katerina Mangaroska, K. Sharma, D. Gašević, M. Giannakos

{"title":"Multimodal Learning Analytics to Inform Learning Design: Lessons Learned from Computing Education","authors":"Katerina Mangaroska, K. Sharma, D. Gašević, M. Giannakos","doi":"10.18608/jla.2020.73.7","DOIUrl":"https://doi.org/10.18608/jla.2020.73.7","url":null,"abstract":"Programming is a complex learning activity that involves coordination of cognitive processes and affective states. These aspects are often considered individually in computing education research, demonstrating limited understanding of how and when students learn best. This issue confines researchers to contextualize evidence-driven outcomes when learning behaviour deviates from pedagogical intentions. Multimodal learning analytics (MMLA) captures data essential for measuring constructs (e.g., cognitive load, confusion) that are posited in the learning sciences as important for learning, and cannot effectively be measured solely with the use of programming process data (IDE-log data). Thus, we augmented IDE-log data with physiological data (e.g., gaze data) and participants’ facial expressions, collected during a debugging learning activity. The findings emphasize the need for learning analytics that are consequential for learning, rather than easy and convenient to collect. In that regard, our paper aims to provoke productive reflections and conversations about the potential of MMLA to expand and advance the synergy of learning analytics and learning design among the community of educators from a post-evaluation design-aware process to a permanent monitoring process of adaptation.","PeriodicalId":145357,"journal":{"name":"J. Learn. Anal.","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115593507","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: 13

A Multilevel Framework and Method for Learning Analytics Integrated Learning Design 综合学习设计的多层次学习分析框架与方法

J. Learn. Anal. Pub Date : 2020-12-17 DOI: 10.18608/jla.2020.73.8

N. Law, Leming Liang

{"title":"A Multilevel Framework and Method for Learning Analytics Integrated Learning Design","authors":"N. Law, Leming Liang","doi":"10.18608/jla.2020.73.8","DOIUrl":"https://doi.org/10.18608/jla.2020.73.8","url":null,"abstract":"Efforts to realize the potential of learning analytics (LA) to contribute to improving student learning and learning design have brought important advances. A review of successful cases of learning analytics applications reveals that 1) there is a tight coupling between the learning outcome (LO) goals, task sequence design, and the learning analytics and feedback in each case, and 2) the learning analytics to be deployed and the feedback to be provided to learners and/or teachers are integral to the learning design (LD) rather than constructed after the LD is completed. Learning design frameworks in the literature have focused on generic learning task taxonomies and are unable to scaffold LA-integrated LD practice. This paper proposes a multilevel framework for LA-integrated LD, which provides a hierarchically nested multilevel structure for the design of LD and LA elements based on 60 STEM curriculum units collected from authentic classrooms. The framework includes a design process model in the form of a Learning Design Triangle and the concept of Learning Analytics integrated Curriculum Component Design Patterns (LA-CCDP). Operationalization of the framework is illustrated using one STEM curriculum unit. This framework can be adopted for professional learning and technology development to support LA-integrated LD practices.","PeriodicalId":145357,"journal":{"name":"J. Learn. Anal.","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115828362","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: 14

Moments of Confusion in Simulation-Based Learning Environments 基于模拟的学习环境中的困惑时刻

J. Learn. Anal. Pub Date : 2020-12-17 DOI: 10.18608/jla.2020.73.9

Sadia Nawaz, G. Kennedy, J. Bailey, C. Mead

{"title":"Moments of Confusion in Simulation-Based Learning Environments","authors":"Sadia Nawaz, G. Kennedy, J. Bailey, C. Mead","doi":"10.18608/jla.2020.73.9","DOIUrl":"https://doi.org/10.18608/jla.2020.73.9","url":null,"abstract":"Confusion is an important epistemic emotion because it can help students focus their attention and effort when solving complex learning tasks. However, unresolved confusion can be detrimental because it may result in students’ disengagement. This is especially concerning in simulation environments using discovery-based learning, which puts more of the onus for learning on the students. Thus, students with misconceptions may become confused. In this study, the possible moments of confusion in a simulation-based predict-observe-explain (POE) environment were investigated. Log-based interaction patterns of undergraduate students from a fully online course were analyzed. It was found that POE environments can offer a level of difficulty that potentially triggers some confusion, and a likely moment of students’ confusion was the observe task. It was also found that confidence in prior knowledge is an important factor that can contribute to students’ confusion. Students mostly struggled when they discovered a mismatch between the subjective and objective correctness of their responses. The effects of such a mismatch were more pronounced when confusion markers were analyzed than when students’ learning outcomes were observed. These findings may guide future works to bridge the knowledge gaps that lead to confusion in POE environments.","PeriodicalId":145357,"journal":{"name":"J. Learn. Anal.","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132900771","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: 4

The Positive Impact of Deliberate Writing Course Design on Student Learning Experience and Performance 刻意写作课程设计对学生学习体验和学习成绩的积极影响

J. Learn. Anal. Pub Date : 2020-12-17 DOI: 10.18608/jla.2020.73.5

Alia Lancaster, S. Moses, M. Clark, Megan C. Masters

{"title":"The Positive Impact of Deliberate Writing Course Design on Student Learning Experience and Performance","authors":"Alia Lancaster, S. Moses, M. Clark, Megan C. Masters","doi":"10.18608/jla.2020.73.5","DOIUrl":"https://doi.org/10.18608/jla.2020.73.5","url":null,"abstract":"Learning management systems (LMSs) are ubiquitous components of the academic technology experience for learners across a wide variety of instructional contexts. Learners’ interactions within an LMS are often contingent upon how instructors architect a module, course, or program of study. Patterns related to these learner interactions, often referred to as learning analytics implementation (LAI), can be represented by combining system-level LMS data with course-level design decisions to inform more granular insights into learner behaviour. The purpose of this paper is to use the LAI framework, specifically the principles of coordination and comparison (Wise & Vytasek, 2017), to examine how learner interaction patterns associated with LMS-use variables correspond to deliberate learning design decisions and course outcomes for a group of courses in the same undergraduate writing program. Visualizations of learner activity exhibited similar patterns of learner engagement across courses, corroborating the observation that design decisions heavily influence learner behaviour. Predictive analyses demonstrated strong influence of LMS use on final grades while accounting for course instructor. That is, while page views were not related to final grade, the length of discussion entries was often predictive. These results suggest that students who practised writing more — the main learning objective of this course — had higher final grades, regardless of variations in instructor and semester.","PeriodicalId":145357,"journal":{"name":"J. Learn. Anal.","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134631097","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: 3

A Mixed-Method Study of How Instructors Design for Learning in Online and Distance Education 在线和远程教育中教师如何设计学习的混合方法研究

J. Learn. Anal. Pub Date : 2020-12-17 DOI: 10.18608/JLA.2020.73.6

Quan Nguyen, B. Rienties, Denise Whitelock

引用次数: 5

Combining Checkpoint and Process Learning Analytics to Support Learning Design Decisions in Blended Learning Environments 结合检查点和过程学习分析来支持混合学习环境中的学习设计决策

J. Learn. Anal. Pub Date : 2020-12-17 DOI: 10.18608/jla.2020.73.4

Rogers Kaliisa, A. Kluge, A. Mørch

{"title":"Combining Checkpoint and Process Learning Analytics to Support Learning Design Decisions in Blended Learning Environments","authors":"Rogers Kaliisa, A. Kluge, A. Mørch","doi":"10.18608/jla.2020.73.4","DOIUrl":"https://doi.org/10.18608/jla.2020.73.4","url":null,"abstract":"Learning analytics (LA) constitutes a key opportunity to support learning design (LD) in blended learning environments. However, details as to how LA supports LD in practice and information on teacher experiences with LA are limited. This study explores the potential of LA to inform LD based on a one-semester undergraduate blended learning course at a Norwegian university. Our findings indicate that creating valuable connections between LA and LD requires a detailed analysis of student checkpoints (e.g., online logins) and process analytics (e.g., online content and interaction dynamics) to find meaningful learning behaviour patterns that can be forwarded to teachers in retrospect to support the redesign of courses. Moreover, the teachers in our study found the LA visualizations to be valuable for understanding student online learning processes, but they also requested the timely sharing of aggregated LA visualizations in a simple, easy-to-interpret format, yet detailed enough to be informative and actionable. We conclude the paper by arguing that the potential of LA to support LD is improved when multiple levels of LA are considered.","PeriodicalId":145357,"journal":{"name":"J. Learn. Anal.","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131394965","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