Learning Analytics for Collaborative Language Learning in Classrooms: From the Holistic Perspective of Learning Analytics, Learning Design and Teacher Inquiry

Autor/inn/en	Wen, Yun; Song, Yanjie
Titel	Learning Analytics for Collaborative Language Learning in Classrooms: From the Holistic Perspective of Learning Analytics, Learning Design and Teacher Inquiry
Quelle	In: Educational Technology & Society, 24 (2021) 1, S.1-15 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Foreign Countries; Learning Analytics; Cooperative Learning; Second Language Learning; Chinese; Holistic Approach; Instructional Design; Inquiry; Applied Linguistics; Teaching Methods; Constructivism (Learning); Language Teachers; Faculty Development; Computer Assisted Instruction; Second Language Instruction; Singapore + Suchen Sie Ihr Suchwort? Ausland; Kooperatives Lernen; Zweitsprachenerwerb; China; Chinesen; Holistischer Ansatz; Lesson concept; Lessonplan; Unterrichtsentwurf; Linguistics; Linguistik; Angewandte Linguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Computer based training; Computerunterstützter Unterricht; Fremdsprachenunterricht; Singapur
Abstract	Learning analytics (LA) has been increasingly using in teaching and learning. However, in the field of applied linguistics, the use of LA has only begun to touch the surface. There is a need for understanding how LA and learning design (LD) influence each other and provide useful information to language teachers in the context of specific courses or learning environments. In this study, a retrospective analysis was conducted to identify the factors influencing LA for collaborative language learning in classrooms, from a holistic perspective by integrating LA, LD, and teacher inquiry. The findings suggested that (1) LA focused on interactions can inform pedagogical refinement effectively when LD in language learning is premised on social constructivist theories; (2) LA supported teacher inquiry and LD on condition that the teacher holds innovation-oriented beliefs and the participatory culture between teachers and researchers. The study provided insights into the use of LA in collaborative language learning classrooms that focus on collecting and evaluating learners' interaction process beyond gleaning linguistic or behavioral facts. Professional development implications and future research are also addressed. (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