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Connecting Performance to Social Structure and Pedagogy as a Pathway to Scaling Learning Analytics in MOOCs: An Exploratory Study
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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
Structuring Asynchronous Discussion Groups: The Impact of Role Assignment and Self-Assessment on Students' Levels of Knowledge Construction through Social Negotiation
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De Wever, B.; Van Keer, H.; Schellens, T.; Valcke, M. – Journal of Computer Assisted Learning, 2009
This article examines the impact of the introduction of roles and the added value of self-assessment on students' level of knowledge construction in online asynchronous discussions in a first-year university course in instructional sciences. Students' postings in 20 discussion groups were used as the research data for this study. All messages,…
Descriptors: Computer Mediated Communication, Discussion Groups, Knowledge Level, Content Analysis
The Impact of Goal Focus, Task Type and Group Size on Synchronous Net-Based Collaborative Learning Discourses
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Pfister, H.-R.; Oehl, M. – Journal of Computer Assisted Learning, 2009
Net-based collaborative learning discourses often suffer from deficiencies such as lack of coherence and coordination. It is suggested that the provision of two functionalities, referencing and typing, which learners may optionally use to ground their contributions during a chat-based discourse, can improve collaborative learning. In particular,…
Descriptors: Content Analysis, Discussion Groups, Cooperative Learning, Group Dynamics
When Groups Decide to Use Asynchronous Online Discussions: Collaborative Learning and Social Presence under a Voluntary Participation Structure
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So, H.-J. – Journal of Computer Assisted Learning, 2009
The purpose of this study is to explore how groups decide to use asynchronous online discussion forums in a non-mandatory setting, and, after the group decision is made, how group members use online discussion forums to complete a collaborative learning project requiring complex data gathering and research processes. While a large body of research…
Descriptors: Student Projects, Computer Mediated Communication, Content Analysis, Discussion Groups
Why Observing a Dialogue May Benefit Learning.
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McKendree, J.; Stenning, K.; Mayes, T.; Lee, J.; Cox, R. – Journal of Computer Assisted Learning, 1998
Describes the Vicarious Learner Project, a project which investigates the fundamental role of dialog for learning, specifically the benefits to learners of being able to observe others participating in discussion. Theoretical aspects of the work, a high-level process model of learning, and a more detailed logic model of what happens in educational…
Descriptors: Cooperative Learning, Dialogs (Language), Discovery Learning, Educational Technology