Han Jeongyun, Kim Kwan Hoon, Rhee Wonjong, Cho Young Hoan
Department of Transdisciplinary Studies, Seoul National University, Seoul, South Korea.
Department of Education, Seoul National University, Seoul, South Korea.
Comput Educ. 2021 Apr;163:104041. doi: 10.1016/j.compedu.2020.104041. Epub 2020 Oct 7.
Despite the potential of learning analytics for personalized learning, it is seldom used to support collaborative learning particularly in face-to-face (F2F) learning contexts. This study uses learning analytics to develop a dashboard system that provides adaptive support for F2F collaborative argumentation (FCA). This study developed two dashboards for students and instructors, which enabled students to monitor their FCA process through adaptive feedback and helped the instructor provide adaptive support at the right time. The effectiveness of the dashboards was examined in a university class with 88 students (56 females, 32 males) for 4 weeks. The dashboards significantly improved the FCA process and outcomes, encouraging students to actively participate in FCA and create high-quality arguments. Students had a positive attitude toward the dashboard and perceived it as useful and easy to use. These findings indicate the usefulness of learning analytics dashboards in improving collaborative learning through adaptive feedback and support. Suggestions are provided on how to design dashboards for adaptive support in F2F learning contexts using learning analytics.
尽管学习分析具有支持个性化学习的潜力，但它很少被用于支持协作学习，尤其是在面对面（F2F）学习环境中。本研究利用学习分析开发了一个仪表板系统，为面对面协作论证（FCA）提供适应性支持。本研究为学生和教师开发了两个仪表板，使学生能够通过适应性反馈监控他们的FCA过程，并帮助教师在适当的时候提供适应性支持。在一个有88名学生（56名女生，32名男生）的大学班级中对仪表板的有效性进行了为期4周的检验。这些仪表板显著改善了FCA过程和结果，鼓励学生积极参与FCA并创建高质量的论证。学生们对仪表板持积极态度，认为它有用且易于使用。这些发现表明学习分析仪表板在通过适应性反馈和支持改善协作学习方面的有用性。针对如何利用学习分析在面对面学习环境中设计用于适应性支持的仪表板提供了建议。
