Analyzing learners' behavior and discourse within large online communities: a Social Learning Analytics Dashboard
Resumo
Online Learning Communities (OLC) are nowadays one of the most important producers of Big Data in education. However, the investigation of such environments is underrepresented in educational research. There is a lack of methods and tools that characterize the massive learning associated with the student participation in large OLC. This paper presents a Social Learning Analytics Dashboard (SLAD) to analyze temporal trend models that outline the evolution of learners behavior over time. Such models suggest that ongoing collaboration and positive emotion have a fundamental role for knowledge creation and sharing in large scale social learning. These findings can be used to take actions in order to enhance and regulate social interaction within large OLC.
Palavras-chave:
Social learning analytics, informal learning environments, online communities, assessment, dashboard
Referências
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Nistor, N., Derntl, M., and Klamma, R. (2015). Learning Analytics : Trends and Issues of the Empirical Research of the Years 2011 – 2014. Design for Teaching and Learning in a Networked World, 4:453–459.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational psychology review, 18(4):315–341.
Pennebaker, J. W., Boyd, R. L., Jordan, K., and Blackburn, K. (2015). The development and psychometric properties of liwc2015. Technical report, Univ. of Texas at Austin.
Pinkard, N. (2019). Freedom of movement: Defining, researching, and designing the components of a healthy learning ecosystem. Human Development, 62(1-2):40–65.
Schreurs, B. and De Laat, M. (2014). The Network Awareness Tool: A web 2.0 tool to visualize informal networked learning in organizations. Computers in Human Behavior, 37(1):385–394.
Shum, S. B. and Ferguson, R. (2012). Social learning analytics. Journal of educational technology & society, 15(3):3–26.
Silva, R. F., Gimenes, I. M. S., and Maldonado, J. C. (2020). An Approach for Assessing Large Online Communities in Informal Learning Environments. In Anais do XXXI Simpósio Brasileiro de Informática na Educação, pages 642–651.
Speily, O. R. B., Rezvanian, A., Ghasemzadeh, A., Saghiri, A. M., and Vahidipour, S. M. (2020). Lurkers versus posters: Investigation of the participation behaviors in online learning communities. In Educational Networking, pages 269–298. Springer.
Valle, N., Antonenko, P., Dawson, K., and Huggins-Manley, A. C. (2021). Staying on target: A systematic literature review on learner-facing learning analytics dashboards. British Journal of Educational Technology.
Worsley, M. and Ochoa, X. (2020). Towards collaboration literacy development through multimodal learning analytics. In Proceedings 10th International Conference on Learning Analytics and Knowledge (LAK20), volume 2610, pages 53–63.
Xiong, J., Feng, X., and Tang, Z. (2020). Understanding user-to-user interaction on government microblogs: An exponential random graph model with the homophily and emotional effect. Information Processing & Management, 57(4):102229.
Chatti, M. A., Muslim, A., and Schroeder, U. (2017). Toward an open learning analytics ecosystem. In Daniel, B. K., editor, Big data and learning analytics in higher education, pages 195–219. Springer International Publishing.
Czerkawski, B. C. (2016). Blending Formal and Informal Learning Networks for Online Learning. The Int. Review of Research in Open and Distributed Learning, 17(3).
Hudgins, W., Lynch, M., Schmal, A., Sikka, H., Swenson, M., and Joyner, D. A. (2020). Informal Learning Communities: The Other Massive Open Online ’C’. L@S 2020 - Proceedings of the 7th ACM Conference on Learning @ Scale, pages 91–101.
Jan, S. K. (2019). Investigating virtual CoPs with social network analysis: guidelines from a systematic review of research. Int. J. of Web Based Communities, 15(1):25–43.
Joksimović, S., Gašević, D., Kovanović, V., Riecke, B. E., and Hatala, M. (2015). Social presence in online discussions as a process predictor of academic performance. Journal of Computer Assisted Learning, 31(6):638–654.
Karoly, L. A. and Panis, C. (2004). The 21st century at work: Forces shaping the future workforce and workplace in the United States. RAND Corp., Pittsburgh, 1 edition.
Majumdar, R., Akçapınar, A., Akçapınar, G., Ogata, H., and Flanagan, B. (2019). Laview: Learning analytics dashboard towards evidence-based education. In Companion Proceedings of the 9th International Conference on Learning Analytics and Knowledge.
Matcha, W., Gašević, D., Pardo, A., et al. (2019). A systematic review of empirical studies on learning analytics dashboards: A self-regulated learning perspective. IEEE Transactions on Learning Technologies, 13(2):226–245.
Nistor, N., Derntl, M., and Klamma, R. (2015). Learning Analytics : Trends and Issues of the Empirical Research of the Years 2011 – 2014. Design for Teaching and Learning in a Networked World, 4:453–459.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational psychology review, 18(4):315–341.
Pennebaker, J. W., Boyd, R. L., Jordan, K., and Blackburn, K. (2015). The development and psychometric properties of liwc2015. Technical report, Univ. of Texas at Austin.
Pinkard, N. (2019). Freedom of movement: Defining, researching, and designing the components of a healthy learning ecosystem. Human Development, 62(1-2):40–65.
Schreurs, B. and De Laat, M. (2014). The Network Awareness Tool: A web 2.0 tool to visualize informal networked learning in organizations. Computers in Human Behavior, 37(1):385–394.
Shum, S. B. and Ferguson, R. (2012). Social learning analytics. Journal of educational technology & society, 15(3):3–26.
Silva, R. F., Gimenes, I. M. S., and Maldonado, J. C. (2020). An Approach for Assessing Large Online Communities in Informal Learning Environments. In Anais do XXXI Simpósio Brasileiro de Informática na Educação, pages 642–651.
Speily, O. R. B., Rezvanian, A., Ghasemzadeh, A., Saghiri, A. M., and Vahidipour, S. M. (2020). Lurkers versus posters: Investigation of the participation behaviors in online learning communities. In Educational Networking, pages 269–298. Springer.
Valle, N., Antonenko, P., Dawson, K., and Huggins-Manley, A. C. (2021). Staying on target: A systematic literature review on learner-facing learning analytics dashboards. British Journal of Educational Technology.
Worsley, M. and Ochoa, X. (2020). Towards collaboration literacy development through multimodal learning analytics. In Proceedings 10th International Conference on Learning Analytics and Knowledge (LAK20), volume 2610, pages 53–63.
Xiong, J., Feng, X., and Tang, Z. (2020). Understanding user-to-user interaction on government microblogs: An exponential random graph model with the homophily and emotional effect. Information Processing & Management, 57(4):102229.
Publicado
22/11/2021
Como Citar
SILVA, Rogério F. da; GIMENES, Itana M. S.; MALDONADO, José C..
Analyzing learners' behavior and discourse within large online communities: a Social Learning Analytics Dashboard. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 32. , 2021, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2021
.
p. 576-585.
DOI: https://doi.org/10.5753/sbie.2021.217468.
