Determining Quality and Distribution of Ideas in Online Classroom Talk Using Learning Analytics and Machine Learning

Autor/in	Lee, Alwyn Vwen Yen
Titel	Determining Quality and Distribution of Ideas in Online Classroom Talk Using Learning Analytics and Machine Learning
Quelle	In: Educational Technology & Society, 24 (2021) 1, S.236-249 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Learning Analytics; Artificial Intelligence; Classroom Communication; Electronic Learning; Secondary School Students; Asynchronous Communication; Computer Mediated Communication; Discourse Analysis; Individualized Instruction + Suchen Sie Ihr Suchwort? Künstliche Intelligenz; Klassengespräch; Sekundarschüler; Computerkonferenz; Diskursanalyse; Individualisierender Unterricht
Abstract	The understanding of online classroom talk is a challenge even with current technological advancements. To determine the quality of ideas in classroom talk for individual and groups of students, a new approach such as precision education will be needed to integrate learning analytics and machine learning techniques to improve the quality of teaching and cater interventive practices for individuals based on best available evidence. This paper presents a study of 20 secondary school students engaged in asynchronous online discourse over a period of two weeks. The online discourse was recorded and classroom talk was coded before undergoing social network analysis and k-means clustering to identify three types of ideas (promising, potential, and trivial). The quality and distribution of ideas were then mapped to the different kinds of talk that were coded from the online discourse. Idea Progress Reports were designed and trialed to present collective and individual student's idea trajectories during discourse. Findings show that the majority of ideas in exploratory talk are promising to the students, while ideas in cumulative and disputational talks are less promising or trivial. Feedback on the design of the Idea Progress Reports was collected with suggestions for it to be more informative and insightful for individual student. Overall, this research has shown that classroom talk can be associated with the quality of ideas using a quantitative approach and teachers can be adequately informed about collective and individual ideas in classroom talks to provide timely interventions. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01