Learning Analytics Features for Improving Collaborative Writing Practices: Insights into the Students’ Perspective

Kilińska, Daria; Kobbelgaard, Frederik Victor; Ryberg, Thomas

doi:10.1007/978-981-13-7361-9_5

Cited by 4 publications

(1 citation statement)

References 17 publications

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“…But it is usually difficult for instructors to track and analyse individual and group contributions without external assistance (Bikowski & Vithanage, 2016; Carless, 2015; Roberts & McInnerney, 2007). To address those challenges, social learning analytics (SLA) brings up new possibilities to analyse, represent, and evaluate the student‐generated, process‐oriented data in OCW processes, that can improve students' awareness and reflection on the collaborations, and help instructors make the process‐oriented assessment (Kilińska et al, 2019; Liu et al, 2017; Wen & Song, 2021).…”

Section: Introductionmentioning

confidence: 99%

Promoting student engagement in online collaborative writing through a student‐facing social learning analytics tool

Chen

Ouyang

Jiao

2021

Computer Assisted Learning

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Background: Online Collaborative Writing (OCW) has been reported to be useful to improve writing quality in higher education. However, challenges emerge during the collaborative processes, mainly centering on how to sustain active interactions and communications in order to complete a high quality of writing.Objectives: Using the design-based research, this research designs and implements a student-facing SLA tool that integrates multi-method analytics to present social interactions, writing topics, and topic connections and to empirically investigate the effects of this tool on student engagement during OCW.Methods: This research uses both quantitative content analysis, statistical analysis,

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Section: Introductionmentioning

confidence: 99%

Promoting student engagement in online collaborative writing through a student‐facing social learning analytics tool

Chen

Ouyang

Jiao

2021

Computer Assisted Learning

View full text Add to dashboard Cite

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Designing human-centered learning analytics and artificial intelligence in education solutions: a systematic literature review

Topali,

Ortega-Arranz,

Rodríguez-Triana

et al. 2024

Behaviour & Information Technology

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Visualizing online collaborative writing strategies in higher education group assignments

Sundgren

Jaldemark

2020

IJILT

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PurposeWorking together in groups is a common and emphasized feature in today's society, and higher educational settings often utilize group assignments to enable students to develop collaborative skills. Therefore, the purpose of this article is to describe and analyze applied strategies and the patterns that emerge during students online collaborative writing in higher education group assignments. The research questions that this article aims to answer are (1) which patterns of students online collaborative writing emerge in higher education group assignments and (2) what strategies of online collaborative writing do higher education students apply in group assignments?Design/methodology/approachThis study's design builds on Conversation Analysis to explore visualizations of Google Docs revision history of online collaborative writing documents. Documents from 25 student groups were the basis of the analysis. The visualizations used in this project are produced with the DocuViz Chrome extension.FindingsThe findings suggest that visualizations can provide a quick and fairly accurate estimate of collaborative strategies used when students write together online. Three patterns of document growth were identified, two of which could be directly linked to strategies for collaboration. Cramming patterns are indicative of low collaboration and concentrating patterns with high levels of collaboration.Practical implicationsThe findings provide useful insight for teachers regarding the nature of collaboration taking place during online collaborative writing tasks. By visualizing the revision history, much can be learnt about the nature of the collaboration and of the individual group member's contributions in a student group that otherwise remains largely invisible to the teacher.Originality/valuePrior studies have combined visualizations with extensive analysis of document content. This investigation shows that an examination of the visualization of the document's revision history can be used to draw conclusions about the nature of collaboration during the online writing process.

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Learning Analytics Features for Improving Collaborative Writing Practices: Insights into the Students’ Perspective

Cited by 4 publications

References 17 publications

Promoting student engagement in online collaborative writing through a student‐facing social learning analytics tool

Promoting student engagement in online collaborative writing through a student‐facing social learning analytics tool

Designing human-centered learning analytics and artificial intelligence in education solutions: a systematic literature review

Visualizing online collaborative writing strategies in higher education group assignments

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