The impacts of the comprehensive learning analytics approach on learning performance in online collaborative learning

Zheng, Lanqin; Kinshuk, Kinshuk; Fan, Yunchao; Long, Miaolang

doi:10.1007/s10639-023-11886-3

Cited by 9 publications

(5 citation statements)

References 55 publications

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“…Moreover, Zheng et al (2021) showed in a personalized collaborative environment that supporting collaborative knowledge building improves not only group performance but also the socially shared metacognitive regulation and cognitive load. In a similar view, Zheng et al (2023) showed that supporting collaborative knowledge building and scaffolding the topic distribution improved socially shared regulation, and behavioural engagement in building knowledge. In another study, Zheng et al (2023) showed that supporting collaborative knowledge building significantly improved coregulated behaviours, metacognitive learning engagement and social interaction.…”

Section: Focusing On Srl/ssrl Skillsmentioning

confidence: 93%

“…In a similar view, Zheng et al (2023) showed that supporting collaborative knowledge building and scaffolding the topic distribution improved socially shared regulation, and behavioural engagement in building knowledge. In another study, Zheng et al (2023) showed that supporting collaborative knowledge building significantly improved coregulated behaviours, metacognitive learning engagement and social interaction.…”

Section: Focusing On Srl/ssrl Skillsmentioning

confidence: 93%

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Self‐regulation and shared regulation in collaborative learning in adaptive digital learning environments: A systematic review of empirical studies

Sharma,

Nguyen,

Hong

2024

Brit J Educational Tech

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Adaptive learning technologies are closely related to learners' self‐regulatory processes in individual and collaborative learning. This study presents the outcomes of a systematic literature review of empirical evidence on adaptive learning environments to foster self‐regulation and shared regulation of learning in collaborative settings. We provide an overview of what and how adaptive technologies have been used to understand and promote self‐regulated learning in collaborative contexts. A search resulted in 38 papers being analysed. Specifically, we identified the seven main objectives (feedback and scaffolding, self‐regulatory skills and strategies, learning trajectories, collaborative learning processes, adaptation and regulation, self‐assessment, and help‐seeking behaviour) that the adaptive technology research has been focusing on. We also summarize the implications derived from the reviewed papers and frame them within seven thematic areas. Finally, this review stresses that future research should consider developing a converging theoretical framework that would enable concrete monitoring and support for self‐regulation and socially shared regulation of learning. Our findings set a baseline to support the adoption and proliferation of adaptive learning technology within self‐regulated learning research and development. Practitioner notesWhat is already known about this topic By providing personalized and learner‐centric adaptive learning environments (ADLEs), adaptive learning technology can support and foster self‐regulated learning (SRL) practices. It is possible to create a more student‐centred and effective learning environment by combining adaptive learning and collaborative learning. Socially shared regulatory activities can involve planning, monitoring, controlling and reflecting on a group's learning processes. What this paper adds Provides a systematic literature review of empirical evidence on ADLEs, SRL and socially shared regulation of learning (SSRL) in collaborative contexts. Summarizes the insights on (S)SRL through ADLEs in collaborative learning. Identifies challenges and opportunities for ADLEs to support (S)SRL in collaborative learning. Implications for practice and/or policy Learning analytics and educational technology researchers will be able to use the systematic review as a guide for future research. Learning analytics and educational technology practitioners will be able to use the systematic review as a summary of the field's current state.

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Section: Focusing On Srl/ssrl Skillsmentioning

confidence: 93%

Section: Focusing On Srl/ssrl Skillsmentioning

confidence: 93%

Self‐regulation and shared regulation in collaborative learning in adaptive digital learning environments: A systematic review of empirical studies

Sharma,

Nguyen,

Hong

2024

Brit J Educational Tech

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“…It can cultivate students' social communication ability, teamwork spirit, communication ability and independent learning ability, so as to improve the learning effect and academic performance. The fruitful and effective collaborative learning often does not occur spontaneously [1]. Small learning groups are used to facilitate collaborative learning, encouraging students to support one another and enhancing their learning potential.…”

Section: Collaborative Learningmentioning

confidence: 99%

“…Collaborative knowledge production, group performance, core behavior, learning engagement, and social interaction are difficulties for many learners. Integrated learning analysis techniques can enhance knowledge creation, group performance, core behavior, engagement in metacognitive learning, and social interaction compared to conventional online collaborative learning [1]. Students are delighted to be adopting a web-based platform for collaborative learning to encourage student engagement in projects [10].…”

Section: The Strategies To Improve the Effectiveness Of Collaborative...mentioning

confidence: 99%

Explore the Effectiveness Factors and Improvement Strategies of Collaborative Learning

2023

LNEP

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Collaborative learning is a widely used learning method in classroom learning. Collaborative learning has received increasing attention over the past few decades and has become an important area in educational research and practice. Some studies have shown that the effectiveness of collaborative learning may depend on a number of factors, such as the organizational environment of collaborative learning, the degree of interdependence among group members, as well as the nature of the tasks being performed, personal characteristics, etc., so collaborative learning needs good organization and management. Based on a review of relevant literature, this paper analyzes collaborative learning from multiple perspectives and concludes that collaborative learning is applicable to online learning, distance learning and cross-cultural learning. Collaborative learning is faced with problems such as lack of learning motivation of members, super cognitive load and lack of teacher supervision, and strategies such as team incentive mechanism and metacognition are used to help improve the results of collaborative learning. This paper aims to improve and inspire students to make better use of collaborative learning to improve their learning ability, help educational practitioners better design and implement collaborative learning activities, and improve education quality and students learning experience.

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“…Another study [51] explored the effect of a comprehensive LA approach on learning performance in online collaborative learning. The outcomes indicated a significant enhancement in group performance, collaborative knowledge building, metacognitive learning engagement, social interaction, and coregulated behaviors compared to traditional online collaborative learning.…”

Section: Research Gapmentioning

confidence: 99%

Predicting the Intention to Use Learning Analytics for Academic Advising in Higher Education

Bahari,

Arpaci,

Azmi

et al. 2023

Sustainability

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Learning analytics (LA) is a rapidly growing educational technology with the potential to enhance teaching methods and boost student learning and achievement. Despite its potential, the adoption of LA remains limited within the education ecosystem, and users who do employ LA often struggle to engage with it effectively. As a result, this study developed and assessed a model for users’ intention to utilize LA dashboards. The model incorporates constructs from the “Unified Theory of Acceptance and Use of Technology”, supplemented with elements of personal innovativeness, information quality, and system quality. The study utilized exploratory research methodology and employed purposive sampling. Participants with prior experience in LA technologies were selected to take part in the study. Data were collected from 209 academic staff and university students in Malaysia (59.33% male) from four top Malaysian universities using various social networking platforms. The research employed “Partial Least Squares Structural Equation Modeling” to explore the interrelationships among the constructs within the model. The results revealed that information quality, social influence, performance expectancy, and system quality all positively impacted the intention to use LA. Additionally, personal innovativeness exhibited both direct and indirect positive impacts on the intention to use LA, mediated by performance expectancy. This study has the potential to offer valuable insights to educational institutions, policymakers, and service providers, assisting in the enhancement of LA adoption and usage. This study’s contributions extend beyond the present research and have the potential to positively impact the field of educational technology, paving the way for improved educational practices and outcomes through the thoughtful integration of LA tools. The incorporation of sustainability principles in the development and deployment of LA tools can significantly heighten their effectiveness, drive user adoption, and ultimately nurture sustainable educational practices and outcomes.

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The impacts of the comprehensive learning analytics approach on learning performance in online collaborative learning

Cited by 9 publications

References 55 publications

Self‐regulation and shared regulation in collaborative learning in adaptive digital learning environments: A systematic review of empirical studies

Self‐regulation and shared regulation in collaborative learning in adaptive digital learning environments: A systematic review of empirical studies

Explore the Effectiveness Factors and Improvement Strategies of Collaborative Learning

Predicting the Intention to Use Learning Analytics for Academic Advising in Higher Education

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