Learning Analytics for Communities of Inquiry

Autor/inn/en	Kovanovic, Vitomir; Gaševic, Dragan; Hatala, Marek
Titel	Learning Analytics for Communities of Inquiry
Quelle	In: Journal of Learning Analytics, 1 (2014) 3, S.195-198 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1929-7750
Schlagwörter	Communities of Practice; Doctoral Dissertations; Electronic Learning; Active Learning; Inquiry; Models; Social Networks; Network Analysis; Discussion Groups; Coding; Database Management Systems; Information Management; Technology Uses in Education; Statistical Analysis + Suchen Sie Ihr Suchwort? Community; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Aktives Lernen; Analogiemodell; Social network; Soziales Netzwerk; Netzplantechnik; Codierung; Programmierung; Datenbanksystem; Procurement of information; Informationsbeschaffung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Statistische Analyse
Abstract	This paper describes doctoral research that focuses on the development of a learning analytics framework for inquiry-based digital learning. Building on the Community of Inquiry model (CoI)--a foundation commonly used in the research and practice of digital learning and teaching--this research builds on the existing body of knowledge in two important ways. First, given that the CoI model requires substantial manual coding of student discourse, its potential for guiding pedagogical interventions are limited. Thus, the first contribution is the development of a learning analytics system that automates this coding process by means of a novel text-classification algorithm that takes into the account the process nature of inquiry-based learning and the specifics of communication through asynchronous discussions. Furthermore, it is equally important to investigate how learning processes unfold over time through student interactions with information, technology, and other course participants. With this in mind, the second contribution of this research focuses on the development of analytical models that provide insight into these important aspects of inquiry-based learning. (As Provided).
Anmerkungen	Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: http://learning-analytics.info/journals/index.php/JLA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01