Literaturnachweis - Detailanzeige
Autor/inn/en | Liu, Ming; Pardo, Abelardo; Liu, Li |
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Titel | Using Learning Analytics to Support Engagement in Collaborative Writing |
Quelle | In: International Journal of Distance Education Technologies, 15 (2017) 4, S.79-98, Artikel 5 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1539-3100 |
DOI | 10.4018/IJDET.2017100105 |
Schlagwörter | Collaborative Writing; Learner Engagement; Student Attitudes; Visualization; Online Systems; Writing Processes; Group Dynamics; Computer Assisted Instruction; Behavior Patterns; Data Analysis; Visual Aids; Undergraduate Students; Foreign Countries; Statistical Analysis; Formative Evaluation; Summative Evaluation; Computer Science Education; Computer Software; Engineering; Tutorial Programs; Scores; China Schülerverhalten; Visualisation; Visualisierung; Online; Gruppendynamik; Computer based training; Computerunterstützter Unterricht; Auswertung; Anschauungsmaterial; Ausland; Statistische Analyse; Computer science lessons; Informatikunterricht; Maschinenbau; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem |
Abstract | Online collaborative writing tools provide an efficient way to complete a writing task. However, existing tools only focus on technological affordances and ignore the importance of social affordances in a collaborative learning environment. This article describes a learning analytic system that analyzes writing behaviors, and creates visualizations incorporating individual engagement awareness and group ranking awareness (social affordance), and review writing behaviour history (technological affordance), to support student engagement. Studies examined the performance of the system used by university students in two collaborative writing activities: collaboratively writing a project proposal (N = 41) and writing tutorial discussion answers (N = 25). Results show that students agreed with what the visualization conveys and visualizations enhance their engagement in a collaborative writing activity. In addition, students stated that the visualizations were useful to help them reflect on the writing process and support the assessment of individual contributions. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |