The Three-Iterative Design and Implementation of a Student-Facing Social Learning Analytics Tool

The Three-Iterative Design and Implementation of a Student-Facing Social Learning Analytics Tool

Fan Ouyang, Xu Li, Pengcheng Jiao, Xian Peng, Wenzhi Chen
Copyright: © 2021 |Pages: 22
DOI: 10.4018/IJDET.286738
OnDemand:
(Individual Articles)
Available
$37.50
Current Special Offers
No Current Special Offers
TOTAL SAVINGS: $37.50

Abstract

The design of social learning analytics (SLA) tools has become a practical means to make available learning information with a goal to improve students' regulation, reflection, and engagement in online learning. This design-based research uses the multi-method analytics to iteratively design, implement, and modify the SLA tool that makes available social, topic, and cognitive information to students in online discussions. This tool demonstrates students' online discussions from social, sematic, and cognitive aspects. This research further uses online questionnaire and interview methods to investigate students' perceptions about the tool's usefulness and usability. After experiencing this tool, students proposed critical feedback for tool improvement from the network visualization, peer reference, and explanation support perspectives. Overall, the SLA tool is a beneficial tool to foster students' awareness of their own learning and peer learning process to improve students' regulation and reflection of learning and eventually improve student engagement in online discussions.
Article Preview
Top

2. Literature Review

Grounded upon both the sociocultural perspective of learning (Vygotsky, 1978), collaborative learning emphasizes the importance of the individual’s knowledge inquiry, social interaction, and group knowledge advancement (Damşa, 2014). Online discussion is one of the collaborative learning modes that has been widely used in online education. The collaborative discussion process usually begins with individual learner’s exploration of topics, elaboration of their own arguments, perspectives or ideas, and further synthesis, critique and reflection on peers’ ideas through social interaction (Ouyang & Chang, 2019). Therefore, the social, semantic or lexical, and cognitive aspects are critical elements during online collaborative discussions.

Complete Article List

Search this Journal:
Reset
Volume 22: 1 Issue (2024)
Volume 21: 2 Issues (2023)
Volume 20: 4 Issues (2022): 1 Released, 3 Forthcoming
Volume 19: 4 Issues (2021)
Volume 18: 4 Issues (2020)
Volume 17: 4 Issues (2019)
Volume 16: 4 Issues (2018)
Volume 15: 4 Issues (2017)
Volume 14: 4 Issues (2016)
Volume 13: 4 Issues (2015)
Volume 12: 4 Issues (2014)
Volume 11: 4 Issues (2013)
Volume 10: 4 Issues (2012)
Volume 9: 4 Issues (2011)
Volume 8: 4 Issues (2010)
Volume 7: 4 Issues (2009)
Volume 6: 4 Issues (2008)
Volume 5: 4 Issues (2007)
Volume 4: 4 Issues (2006)
Volume 3: 4 Issues (2005)
Volume 2: 4 Issues (2004)
Volume 1: 4 Issues (2003)
View Complete Journal Contents Listing