scholarly journals Commentary On “Theory-led design of instruments and representations in learning analytics: Developing a novel tool for orchestration of online collaborative learning”

2015 ◽  
Vol 2 (2) ◽  
pp. 44-46 ◽  
Author(s):  
Chris Teplovs
Keyword(s):  
Discourse Analysis ◽  
Collaborative Learning ◽  
Learning Analytics ◽  
Analysis Tool ◽  
Theoretical Frameworks ◽  
Online Collaborative Learning ◽  
Alternative Approaches ◽  
The Creation

This commentary reflects on the contributions to learning analytics and theory by a paper that describes how multiple theoretical frameworks were woven together to inform the creation of a new automated discourse analysis tool.  The commentary highlights the contributions of the original paper, provides some alternative approaches, and touches on issues of sustainability and scalability of learning analytics innovations.

The Dynamics of Online Collaboration

2011 ◽  
pp. 98-116 ◽  
Author(s):  
Ke Zhang ◽  
Xun Ge
Keyword(s):  
Collaborative Learning ◽  
Instructional Strategies ◽  
Online Collaboration ◽  
Team Development ◽  
Extensive Review ◽  
Multiple Perspectives ◽  
Theoretical Frameworks ◽  
Online Collaborative Learning ◽  
Team Task ◽  
Task Team

This chapter aims to help readers build a solid understanding of the complexdynamics of online collaborative learning from multiple perspectives, and thusbecome more capable to utilize different instructional strategies to achieve pro-ductive online collaboration. On the basis of extensive review and integration ofresearch from multiple disciplines, the authors discuss the dynamics of online col-laborative learning from four aspects: team task, team development, member rela-tionship, and communication media, with one section designated to each of them.The sections each comprise presentation of the issue, theoretical frameworks, sug-gested strategies, and how it relates to other aspect(s), as applicable. The chapterconcludes with implications for practice in online collaborative learning andfuture research for managing learning in virtual collaborative environments. Thischapter is considered a valuable artifact to guide practice and research in onlinecollaborative learning in various settings.

Web Data Mining in Education

2017 ◽  
pp. 58-77 ◽  
Author(s):  
Wing Shui Ng
Keyword(s):  
Data Mining ◽  
Collaborative Learning ◽  
Learning Analytics ◽  
Web Data ◽  
Web Data Mining ◽  
Collaborative Process ◽  
Web Technologies ◽  
Online Collaborative Learning ◽  
Pedagogical Decisions ◽  
New Research

Web data mining for extracting meaningful information from large amount of web data has been explored over a decade. The concepts and techniques have been borrowed into the education sector and the new research discipline of learning analytics has emerged. With the development of web technologies, it has been a common practice to design online collaborative learning activities to enhance learning. To apply learning analytics techniques to monitor the online collaborative process enables a lecturer to make instant and informed pedagogical decisions. However, it is still a challenge to build strong connection between learning analytics and learning science for understanding cognitive progression in learning. In this connection, this chapter reports a study to apply learning analytics techniques in the aspect of web usage mining and clustering analysis with underpinning Bloom's taxonomy to analyze students' performance in the online collaborative learning process. The impacts of intermediate interventions are also elaborated.

Online Collaborative Learning in Mathematics

2004 ◽  
pp. 103-131 ◽  
Author(s):  
Rod Nason ◽  
Earl Woodruff
Keyword(s):  
Collaborative Learning ◽  
Knowledge Building ◽  
Computer Supported Collaborative Learning ◽  
Theoretical Frameworks ◽  
Modeling Tools ◽  
Online Collaborative Learning ◽  
Mathematical Problems ◽  
Subject Areas

This chapter discusses why computer supported collaborative learning (CSCL) environments have been unsuccessful in facilitating knowledge building in mathematics. It identifies two of the major reasons why this is so and suggests these issues could be overcome by the inclusion of model-eliciting mathematical problems and comprehension modeling tools within CSCL environments. Theoretical frameworks to inform the design of these two types of artifacts are presented. The authors argue that such innovations in the design of CSCL environments are necessary for students to achieve in mathematics the kind of sustained, progressive knowledge building that can now be found in other subject areas.

A New Taxonomy for Evaluation Studies of Online Collaborative Learning

2011 ◽  
pp. 3449-3464
Author(s):  
Lesley Treleaven
Keyword(s):  
Social Context ◽  
Collaborative Learning ◽  
Teaching And Learning ◽  
Communicative Action ◽  
Evaluation Studies ◽  
Empirical Evaluation ◽  
Theoretical Frameworks ◽  
Online Collaborative Learning ◽  
Socially Constructed ◽  
Sociocultural Studies

In this chapter, the literature of online collaborative learning (OCL) is extensively reviewed for contributions to evaluation. This review presents a new taxonomy for evaluation studies of OCL, identifying studies of students’ experiences, studies of instructional methods and sociocultural studies. Studies that focus on evaluating students’ experiences engage approaches from phenomenology and ethnography to explore students’ perceptions of collaborative learning. Instructional method studies attend to evaluation of the tools, techniques and outcomes. Sociocultural studies emphasize the socially constructed nature of the teaching and learning processes and are concerned, therefore, with evaluation in its social context. The sociocultural studies fall broadly into three clusters: pedagogical studies, linguistic studies and cross-cultural studies. The analysis highlights the need for theory-driven empirical evaluation of OCL. Accordingly, three theoretical frameworks for OCL evaluation are discussed. Emphasis is placed on a Communicative Model of Collaborative Learning, developed from Habermas’ Theory of Communicative Action, for its contribution to evaluating what takes place within the social context of students’ communicative practices that is productive of collaborative learning in an online environment.

A New Taxonomy for Evaluation Studies of Online Collaborative Learning

2004 ◽  
pp. 160-180
Author(s):  
Lesley Treleaven
Keyword(s):  
Social Context ◽  
Collaborative Learning ◽  
Teaching And Learning ◽  
Communicative Action ◽  
Evaluation Studies ◽  
Empirical Evaluation ◽  
Theoretical Frameworks ◽  
Online Collaborative Learning ◽  
Socially Constructed ◽  
Sociocultural Studies

In this chapter, the literature of online collaborative learning (OCL) is extensively reviewed for contributions to evaluation. This review presents a new taxonomy for evaluation studies of OCL, identifying studies of students’ experiences, studies of instructional methods and sociocultural studies. Studies that focus on evaluating students’ experiences engage approaches from phenomenology and ethnography to explore students’ perceptions of collaborative learning. Instructional method studies attend to evaluation of the tools, techniques and outcomes. Sociocultural studies emphasize the socially constructed nature of the teaching and learning processes and are concerned, therefore, with evaluation in its social context. The sociocultural studies fall broadly into three clusters: pedagogical studies, linguistic studies and cross-cultural studies. The analysis highlights the need for theory-driven empirical evaluation of OCL. Accordingly, three theoretical frameworks for OCL evaluation are discussed. Emphasis is placed on a Communicative Model of Collaborative Learning, developed from Habermas’ Theory of Communicative Action, for its contribution to evaluating what takes place within the social context of students’ communicative practices that is productive of collaborative learning in an online environment.

Sign in / Sign up

Export Citation Format

Share Document