Finding student-centered open learning environments on the internet: Automated dialogue assessment in academic virtual communities of practice

Nistor, Nicolae; Trăușan-Matu, Ștefan; Dascălu, Mihai; Duttweiler, Heather; Chiru, Costin-Gabriel; Baltes, Beate; Smeaton, George

doi:10.1016/j.chb.2014.07.029

Cited by 29 publications

(14 citation statements)

References 8 publications

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“…In this case, we can identify struggling students in need of academic support (Macfadyen & Dawson, 2010). We can also use Learning Analytics tools to assess the quality of online postings (Nistor et al, 2015) and visualize usage behaviors in the system (Scheffel et al, 2011).…”

Section: Literature Review and Related Workmentioning

confidence: 99%

Using Learning Analytics to Predict Students’ Performance in Moodle Learning Management System: A Case of Mbeya University of Science and Technology

Mwalumbwe

Mtebe

2017

E J Info Sys Dev Countries

117

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The past decade has seen the rapid adoption and use of various Learning Management Systems (LMS) in Africa, and Tanzania in particular. Institutions have been spending thousands of dollars to implement these systems in a bid to improve the quality of education as well as increasing students' enrolments through distance and blended learning. However, the impact of these system on improving students' performance has been a popular subject of research in recent years. Studies have been relying on data from users' opinions and subjective interpretation through surveys to determine the effectiveness of LMS usage on students' learning performance. The use of such data is normally subject to the possibility of distortion or low reliability. Therefore, this study designed and developed Learning Analytics tool and used the tool to determine the causation between LMS usage and students' performance. Data from LMS log of two courses delivered at Mbeya University of Science and Technology (MUST) were extracted using developed Learning Analytics tool and subjected into linear regression analysis with students' final results. The study found that discussion posts, peer interaction, and exercises were determined to be significant factors for students' academic achievement in blended learning at MUST. Nonetheless, time spend in the LMS, number of downloads, and login frequency were found to have no significant impact on students' learning performance. The implications of these results on improving students' learning are discussed.

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Section: Literature Review and Related Workmentioning

confidence: 99%

Using Learning Analytics to Predict Students’ Performance in Moodle Learning Management System: A Case of Mbeya University of Science and Technology

Mwalumbwe

Mtebe

2017

E J Info Sys Dev Countries

117

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“…The last item ("I like to collaborate with new players and to guide them") explicitly connects centrality (also in the sense of social network analysis, Table 7 Correlations between the measured variables (Study 2; *p < 0.05, **p < 0.01, ***p < 0.000) as applied by Nistor and Fischer 2012) to newcomer integration, while the other three items merely imply a comparison between central and highly skilled vs. peripheral and less skilled OKC members. As suggested by previous studies (Lave and Wenger 1991;Nistor and Fischer 2012;Nistor et al 2015d), the individual community members' centrality is an essential component of their identity in community context, and it is tightly connected with all the processes and strategies that occur in the community.…”

Section: Discussionmentioning

confidence: 99%

“…As explained in previous literature (Lave and Wenger 1991;Nistor and Fischer 2012;Nistor et al 2015d;Wenger 1998), central community members are deeper involved in the community practice, and take on more responsibility, which includes securing the survival and development of the community (Eberle et al 2014). The Recruitment Evaluation scale addresses newcomer integration prospectively, and the Evaluation of Newcomer Integration scale retrospectively.…”

Section: Discussionmentioning

confidence: 99%

Newcomer integration in knowledge communities: development of the strat-I-Com questionnaire for MMORPG-based communities

Nistor

2016

Smart Learn. Environ.

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Players of massively multiplayer online role-playing games (MMORPG) build online knowledge communities that can serve as learning environments for informal adult learning. Hence, newcomer integration in MMORPG player communities can be regarded as a first step in an informal learning process. Newcomer integration strategies have been identified in face-to-face communities, but not yet in MMORPG-based communities. Extending the previous findings and providing quantitative models of specific processes may enhance the development of smart technologies. With this aim, the present research proposes and validates questionnaire survey scales that quantitatively explore the process of newcomer integration in German MMORPG player communities. Two correlational studies within samples with a total of N = 276 participants were conducted, allowing the identification of five reliable scales (recruitment, knowledge assessment, negative welcome, modeling and consistent training strategies) in the first study and four reliable scales (centrality, recruitment evaluation, monitoring and evaluation of newcomer integration) in the second. The perceptions of newcomer integration strategies were correlated with participants' gender, age and community exposure time. These perceptions were further correlated with participants' centrality and sense of community. The findings add to knowledge communities research and make headway in smart community technology development by suggesting quantitative models for social processes in MMORPG communities. Follow-up research will further explore newcomer integration employing automated analysis procedures with cross-sectional as well as longitudinal research designs.

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“…In picture 5 as one of the questions in Q3 has proven the students can contribute in building the scholarship. Information and communication technology is one of the significant contributors of the learner centered approach (Hannafin et al, 2014;Nistor et al, 2015). Students use smartphones, computers, show data, modems, iPods and tablets, and also with technological tools like the internet.…”

Section: Figure 3 Web Learning Open System Onlinementioning

confidence: 99%

Constructing Learning Results as Learning Object Through Open Learning System

Praherdhiono¹,

Adi²

2017

Proceedings of the 3rd International Conference on Education and Training (ICET 2017)

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Abstract:The idea of writing is to build a learning object from students' thoughts on the Massive Open Online Courses (MOOCs). Student work as a result of learning, more stored in the assignment folder in learning management system. The development research was conducted for 110 students divided into 3 classes. Research development of students learning object produces a flexibility, openess, and has the potential to construct a student scientific work by themselves or to other students. Student learning activities, resulting in a student learning experience that is constructed from graduate students gradually.

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Finding student-centered open learning environments on the internet: Automated dialogue assessment in academic virtual communities of practice

Cited by 29 publications

References 8 publications

Using Learning Analytics to Predict Students’ Performance in Moodle Learning Management System: A Case of Mbeya University of Science and Technology

Using Learning Analytics to Predict Students’ Performance in Moodle Learning Management System: A Case of Mbeya University of Science and Technology

Newcomer integration in knowledge communities: development of the strat-I-Com questionnaire for MMORPG-based communities

Constructing Learning Results as Learning Object Through Open Learning System

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