Literaturnachweis - Detailanzeige
| Autor/inn/en | Zheng, Lanqin; Niu, Jiayu; Zhong, Lu |
|---|---|
| Titel | Effects of a Learning Analytics-Based Real-Time Feedback Approach on Knowledge Elaboration, Knowledge Convergence, Interactive Relationships and Group Performance in CSCL |
| Quelle | In: British Journal of Educational Technology, 53 (2022) 1, S.130-149 (20 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0007-1013 |
| DOI | 10.1111/bjet.13156 |
| Schlagwörter | Learning Analytics; Feedback (Response); Outcomes of Education; Cooperative Learning; Computer Assisted Instruction; Group Dynamics; Models |
| Abstract | Learning analytics (LA) has been widely adopted in research on education. However, most studies in the area have conducted LA after computer-supported collaborative learning (CSCL) activities rather than during CSCL. To address this problem, this study proposed a LA-based real-time feedback approach based on a deep neural network model to improve CSCL performance. In total, 72 university students participated in the study and were randomly assigned to an experimental or control group. The students in the experimental group learned with the LA-based real-time feedback approach, whereas the students in the control group learned with the conventional online collaborative learning approach. To analyse the data, both quantitative and qualitative methods were adopted. The results indicated that the LA-based real-time feedback approach significantly promoted knowledge convergence, knowledge elaboration, interactive relationships and group performance. The interview results also confirmed the effectiveness of the proposed approach. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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