Paper Info
Title
Learning analytics for online discussions: a pedagogical model for intervention with embedded and extracted analytics
Abstract
This paper describes an application of learning analytics that builds on an existing research program investigating how students contribute and attend to the messages of others in online discussions. A pedagogical model that translates the concepts and findings of the research program into guidelines for practice and analytics with which students and instructors can assess their discussion participation are presented. The analytics are both embedded in the learning environment and extracted from it, allowing for integrated and reflective metacognitive activity. The pedagogical intervention is based on the principles of (1) Integration (2) Diversity (of Metrics) (3) Agency (4) Reflection (5) Parity and (6) Dialogue. Details of an initial implementation of this approach and preliminary findings are described. Initial results strongly support the value of student-teacher dialogue around the analytics. In contrast, instructor parity in analytics use did not seem as important to students as was expected. Analytics were reported as useful in validating invisible discussion activity, but at times triggered emotionally-charged responses.
Year
DOI
Venue
2013
10.1145/2460296.2460308
LAK
Keywords
Field
DocType
existing research program,initial result,analytics use,pedagogical model,discussion participation,invisible discussion activity,pedagogical intervention,instructor parity,online discussion,initial implementation,computer mediated communication
Data science,Online learning,Research program,Learning analytics,Computer science,Knowledge management,Metacognition,Learning environment,Computer-mediated communication,Analytics
Conference
Citations 
PageRank 
References 
22
1.49
14
Authors
3
Name
Order
Citations
PageRank
Alyssa Wise121319.86
Yuting Zhao212613.47
Simone Nicole Hausknecht3344.84