Looking for the “More Knowledgeable Other” through Learning Analytics

Τσώνη, Ροδάνθη; Βερύκιος, Βασίλειος

doi:10.12681/icodl.2318

Cited by 3 publications

(1 citation statement)

References 17 publications

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“…This is because "knowledge is situated in unique sociocultural scenarios, negotiated within communities, constructed through purposeful social activities, and created through emergent interactions" (Brown, Collins, & Duguid, 1989;Chen, Chang, Ouyang, & Zhou, 2018, p. 22). Furthermore, students learn new skills and ideas in situated learning contexts "through interaction and collaboration" Chen et al, 2018, p. 22;Tsoni & Verykios, 2019;Vygotsky, 1978), for example, with "more knowledgeable other[s]" (i.e., teachers or peers) who can offer them guidance or encouragement (Tsoni & Verykios, 2019, p. 2).…”

Section: Introductionmentioning

confidence: 99%

Collaboration Analytics Need More Comprehensive Models and Methods: An Opinion Paper

Han

Krieger

Greiff

2021

JLA

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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.

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Section: Introductionmentioning

confidence: 99%

Collaboration Analytics Need More Comprehensive Models and Methods: An Opinion Paper

Han

Krieger

Greiff

2021

JLA

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Revealing Latent Student Traits in Distance Learning Through SNA and PCA

Tsoni

Sakkopoulos

Verykios

2022

Learning and Analytics in Intelligent Systems

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Revealing latent traits in the social behavior of distance learning students

2021

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This paper proposes a multilayered methodology for analyzing distance learning students’ data to gain insight into the learning progress of the student subjects both in an individual basis and as members of a learning community during the course taking process. The communication aspect is of high importance in educational research. Additionally, it is difficult to assess as it involves multiple relationships and different levels of interaction. Social network analysis (SNA) allows the visualization of this complexity and provides quantified measures for evaluation. Thus, initially, SNA techniques were applied to create one-mode, undirected networks and capture important metrics originating from students’ interactions in the fora of the courses offered in the context of distance learning programs. Principal component analysis and clustering were used next to reveal latent students’ traits and common patterns in their social interactions with other students and their learning behavior. We selected two different courses to test this methodology and to highlight convergent and divergent features between them. Three major factors that explain over 70% of the variance were identified and four groups of students were found, characterized by common elements in students’ learning profile. The results highlight the importance of academic performance, social behavior and online participation as the main criteria for clustering that could be helpful for tutors in distance learning to closely monitor the learning process and promptly interevent when needed.

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Looking for the “More Knowledgeable Other” through Learning Analytics

Cited by 3 publications

References 17 publications

Collaboration Analytics Need More Comprehensive Models and Methods: An Opinion Paper

Collaboration Analytics Need More Comprehensive Models and Methods: An Opinion Paper

Revealing Latent Student Traits in Distance Learning Through SNA and PCA

Revealing latent traits in the social behavior of distance learning students

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