An Analytical Dashboard of Collaborative Activities for the Knowledge Building

Braojos, Calixto Gutiérrez; Rodríguez-Domínguez, Carlos; Daniela, Linda; Carranza-Garcia, Francisco

doi:10.1007/s10758-023-09644-y

Cited by 3 publications

(1 citation statement)

References 62 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Furthermore, many studies have examined the affordances and effects of knowledge‐building analytics in helping students develop high‐level competencies (eg, Chen & Zhang, 2016; Yang et al., 2020; Zhu et al., 2023; Zhu & Kim, 2017); however, limited research has collected students' evaluations of these analytics. A recent study has investigated students' perceptions of a developed learning analytics dashboard involving various types of visualizations (eg, bar chart, line chart, thermometer chart, Lorenz curve and bubble chart) in a knowledge‐building context (Gutiérrez‐Braojos et al., 2023). In future studies, perceptions and assessments of the VLA (eg, the Idea Building Network and the CDA) could be examined to obtain information on its usability since users' feedback is considered beneficial for tools' improvement.…”

Section: Discussionmentioning

confidence: 99%

A visual learning analytics approach for knowledge building: Impact on students' epistemic understanding of discourse, productive inquiry and domain knowledge

Tong,

Yang,

Chen

2023

Brit J Educational Tech

View full text Add to dashboard Cite

In this study, we examine the design process for a visual learning analytics (VLA) approach in addition to its effect on developing students' epistemic understanding of discourse and relationships to promote knowledge‐building inquiry. Over a 3‐month period, an experimental class of secondary school students took a visual arts course using a knowledge‐building design augmented by VLA, while a comparison class took the same course within a regular knowledge‐building environment. The VLA approach implemented in the experimental class emphasized collective reflections using assessment tools to visualize the students' online and classroom discussions. The analysis of the students' questionnaire responses and Knowledge Forum discourse showed that the VLA approach helped the students develop a deeper epistemic understanding of discourse for productive inquiry and greater domain knowledge. In addition, the students' epistemic understanding was associated with their performance in productive Knowledge Forum inquiry. Qualitative analysis of the classroom and group discussions, interview responses and learning artefacts showed that the VLA design helped them understand the nature of discourse deeply by encouraging them to notice community orientations, increase their awareness of productive discourse moves and advance idea development. The implications of the VLA design in improving epistemic understanding of discourse are discussed. We contribute to the literature by examining the epistemic dimensions of discourse and implementing VLA as an epistemic tool for knowledge building. Practitioner notesWhat is already known about this topic Supporting students to develop a meta‐level understanding, ie, their epistemic understanding of the nature of discourse, is important for promoting productive inquiry but continues to be challenging in education, and limited research has focused on the epistemic aspects of discourse. Little research has examined the role of a computer‐supported knowledge‐building environment augmented by a visual learning analytics approach on students' epistemic understanding of discourse, productive inquiry and domain knowledge. What this paper adds A knowledge‐building design augmented by a visual learning analytics approach linking online and face‐to‐face discourse supported students' epistemic understanding of discourse, productive inquiry and domain knowledge. VLA‐supported collective reflection in knowledge‐building facilitated students' noticing of community orientations, awareness of productive discourse moves and their idea development. These metacognitive processes helped students develop deeper epistemic understanding of discourse, productive inquiry and greater domain knowledge. Implications for practice and/or policy Epistemic understanding of the nature of discourse acts as a medium for promoting productive knowledge‐building inquiry and learning outcomes, and it is critical to help students develop meta‐level understanding by combining discourse content and epistemic components. It is important to create a VLA‐supported community that provides VLA‐related data‐supported collective reflection opportunities to help students engage in productive inquiry and knowledge building. Teachers can scaffold students to link online and face‐to‐face discourse and help them inquire into and reflect on discourse processes.

show abstract

Section: Discussionmentioning

confidence: 99%

A visual learning analytics approach for knowledge building: Impact on students' epistemic understanding of discourse, productive inquiry and domain knowledge

Tong,

Yang,

Chen

2023

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

Transitioning from Individuals to Groups in Knowledge Map Construction

et al. 2023

View full text Add to dashboard Cite

LearningViz: a dashboard for visualizing, analyzing and closing learning performance gaps—a case study approach

Pei,

Cheng,

Ambrose

et al. 2024

Smart Learn. Environ.

View full text Add to dashboard Cite

The availability of large-scale learning data presents unprecedented opportunities for investigating student learning processes. However, it is challenging for instructors to fully make sense of this data and effectively support their teaching practices. This study introduces LearningViz, an interactive learning analytics dashboard to help instructors identify, analyze, and close performance gaps among students in their classes. In this dashboard, we incorporated three modules to enhance human and computer interactions for better supporting the teaching practices: the Student Overall Performance Analysis Module, which provides a comprehensive understanding of students’ learning in the course; the Student Group Performance Analysis Module, which examines performance gaps across different groups and identifies factors contributing to these gaps; and the Final Exam Item Analysis Module, which evaluates the quality of exam questions and identifies strategies for closing performance gaps. The overall design of the platform follows a user-centered approach, integrating data analysis with various visualization strategies in a unified platform. A case study is then conducted to highlight the effectiveness of LearningViz in supporting instructors analyzing students’ learning patterns and associated factors impacting learning performance. We further conduct a usability test with several domain experts, to evaluate the usefulness and effectiveness of this platform in supporting the teaching practices. Our findings underscore the platform's ability to support instructors in detecting performance gaps among students, investigating influential factors, evaluating assessment quality and implementing targeted instructional strategies for closing performance gaps.

show abstract

An Analytical Dashboard of Collaborative Activities for the Knowledge Building

Cited by 3 publications

References 62 publications

A visual learning analytics approach for knowledge building: Impact on students' epistemic understanding of discourse, productive inquiry and domain knowledge

A visual learning analytics approach for knowledge building: Impact on students' epistemic understanding of discourse, productive inquiry and domain knowledge

Transitioning from Individuals to Groups in Knowledge Map Construction

LearningViz: a dashboard for visualizing, analyzing and closing learning performance gaps—a case study approach

Contact Info

Product

Resources

About