NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 3 results Save | Export
Connecting Performance to Social Structure and Pedagogy as a Pathway to Scaling Learning Analytics in MOOCs: An Exploratory Study
Peer reviewed Peer reviewed
Direct linkDirect link
Goggins, S. P.; Galyen, K. D.; Petakovic, E.; Laffey, J. M. – Journal of Computer Assisted Learning, 2016
This exploratory study focuses on the design and evaluation of teaching analytics that relate social learning structure with performance measures in a massive open online course (MOOC) prototype environment. Using reflexive analysis of online learning trace data and qualitative performance measures we present an exploratory empirical study that:…
Descriptors: Online Courses, Electronic Learning, Group Dynamics, Social Structure
Interaction between Tool and Talk: How Instruction and Tools Support Consensus Building in Collaborative Inquiry-Learning Environments
Peer reviewed Peer reviewed
Direct linkDirect link
Gijlers, H.; Saab, N.; Van Joolingen, W. R.; De Jong, T.; Van Hout-Wolters, B. H. A. M. – Journal of Computer Assisted Learning, 2009
The process of collaborative inquiry learning requires maintaining a mutual understanding of the task, along with reaching consensus on strategies, plans and domain knowledge. In this study, we explore how different supportive measures affect students' consensus-building process, based on a re-analysis of data from four studies. We distinguish…
Descriptors: Discovery Learning, Discovery Processes, Scaffolding (Teaching Technique), Cooperative Learning
Designing for Inquiry-Based Learning with the Learning Activity Management System
Peer reviewed Peer reviewed
Direct linkDirect link
Levy, P.; Aiyegbayo, O.; Little, S. – Journal of Computer Assisted Learning, 2009
This paper explores the relationship between practitioners' pedagogical purposes, values and practices in designing for inquiry-based learning in higher education, and the affordances of the Learning Activity Management System (LAMS) as a tool for creating learning designs in this context. Using a qualitative research methodology, variation was…
Descriptors: Instructional Design, Inquiry, Active Learning, Higher Education