Multi-dimensional tracking in virtual learning teams

Zumbach, Jörg; Mühlenbrock, Martin; Jansen, Marc; Reimann, Peter; Hoppe, H. Ulrich

doi:10.3115/1658616.1658768

Cited by 20 publications

(11 citation statements)

References 10 publications

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“…As some authors recognise, instructors participating in online learning environments have very little support in terms of integrated means and tools to monitor and evaluate students' activity (Jerman et al, 2001;Zumbach et al, 2002). As a consequence, this monitoring process constitutes a difficult task which demands a lot of resources and expertise from educators.…”

Section: Review Of Existing Researchmentioning

confidence: 97%

SAMOS: a model for monitoring students' and groups' activities in collaborative e-learning

Juan

Daradoumis

Faulín

et al. 2009

IJLT

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We address the issue of monitoring students' and groups' activities in online collaborative learning environments. Such monitoring can provide valuable information to online instructors, who may guide and support the development of efficient collaborative learning projects. We have developed and tested an information system, Student Activity Monitoring using Overview Spreadsheets (SAMOS), which facilitates the automatic generation of weekly monitoring reports derived from data contained in server log files. These reports provide online instructors with visual information regarding students' and groups' activity, thus allowing for a quick and easy classification of students and groups according to their activity level. That way, entities with a low activity level are easily identified, which allows the establishment of just-in-time assistance for them. Furthermore, instructors can use complementary qualitative monitoring reports, issued by the students themselves, to anticipate potential problems -such as student dropouts or possible conflicts inside the groups -and take operational and tactical decisions to handle them. 54 A.A. Juan, T. Daradoumis, J. Faulin and F. Xhafa

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Section: Review Of Existing Researchmentioning

confidence: 97%

SAMOS: a model for monitoring students' and groups' activities in collaborative e-learning

Juan

Daradoumis

Faulín

et al. 2009

IJLT

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“…Zumbach et al (2002) performed a study on the effectiveness of feedback on students’ individual contributions in computer supported PBL tutorial groups. They provided group members with a quantitative display of their motivation and contributions.…”

Section: Introductionmentioning

confidence: 99%

The effect of midterm peer feedback on student functioning in problem-based tutorials

Kamp

Dolmans

Berkel

et al. 2012

Adv in Health Sci Educ

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Within Problem-Based Learning successful learning depends on the quality of cognitive, social and motivational contributions students make to the tutorial group. But at the same time, not all students in PBL automatically contribute in a high quality manner, which might impede successful group functioning. This study investigated whether peer process feedback combined with goal setting can be used to improve the quality of students’ individual contributions. A mixed-methods explanatory design, in which 74 second-year Health Sciences students participated, combined a pre- and posttest with a focus group. The results indicated that the quality of the contributions only increased for students with a below average score on the pre-test. The qualitative data confirmed that the impact of the feedback could be increased by combining individual reflection by means of goal setting with face-to-face discussion. Another suggestion is to investigate whether midterm peer process feedback is more effective for first year students, because they are still developing their tutorial behavior, as opposed to second year students.

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“…As some authors recognize, instructors participating in online learning environments have very little support by integrated means and tools to monitor and evaluate students' activity [13], [14]. As a consequence, this monitoring process constitutes a difficult task which demands a lot of resources and expertise from educators.…”

Section: Existent Research On the Issuementioning

confidence: 99%

Developing an Information System for Monitoring Student's Activity in Online Collaborative Learning

Juan

Daradoumis

Faulín

et al. 2008

2008 International Conference on Complex, Intelligent and Software Intensive Systems

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Abstract-In this paper we address the issue of monitoring students' and groups' activity in online collaborative learning environments. This issue is especially important in the collaborative e-learning context, since an efficient monitoring process can provide valuable information to online instructors who may guide and support the development of collaborative learning projects. We have developed and tested an information system model which facilitates the automatic generation of weekly monitoring reports derived from data contained in server log files. These reports provide online instructors with visual information regarding students' and groups' activity, thus allowing for a quick and easy classification of students and groups according to their activity level. Therefore, entities with a low activity level are identified as soon as possible and just-intime assistance can be established for them. Furthermore, instructors can use these monitoring reports to forecast potential problems -such as students' dropouts or possible conflicts inside the groups due to unbalanced distribution of tasks-and take operational and tactical decisions oriented to avoid them.

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Multi-dimensional tracking in virtual learning teams

Cited by 20 publications

References 10 publications

SAMOS: a model for monitoring students' and groups' activities in collaborative e-learning

SAMOS: a model for monitoring students' and groups' activities in collaborative e-learning

The effect of midterm peer feedback on student functioning in problem-based tutorials

Developing an Information System for Monitoring Student's Activity in Online Collaborative Learning

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