Towards Automated Analysis of Rhetorical Categories in Students Essay Writings using Bloom’s Taxonomy

Iqbal, Sehrish; Raković, Mladen; Chen, Guanliang; Li, Tongguang; Mello, Rafael Ferreira; Fan, Yizhou; Fiorentino, Giuseppe; Aljohani, Naif Radi; Gašević, Dragan

doi:10.1145/3576050.3576112

Cited by 2 publications

(1 citation statement)

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“…The Journal of Learning Analytics works under a Creative Commons License, Attribution -NonCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND 3.0) Shaffer et al, 2009). Different learning constructs can be used to create an epistemic network, e.g., learning actions, utterances, and proxies for cognitive processes (e.g., Iqbal et al, 2023;Li et al, 2023). These categories are used to create nodes in an epistemic network.…”

Section: Network Analysismentioning

confidence: 99%

Network Analytics to Unveil Links of Learning Strategies, Time Management, and Academic Performance in a Flipped Classroom

Rakovic,

Ahmad Uzir,

Matcha

et al. 2023

Learning Analytics

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Preparatory learning tasks are considered critical for student success in flipped classroom courses. However, less isknown regarding which learning strategies students use and when they use those strategies in a flipped classroomcourse. In this study, we aimed to address this research gap. In particular, we investigated mutual connectionsbetween learning strategies and time management, and their combined effects on students’ performance in flippedclassrooms. To this end, we harnessed a network analytic approach based on epistemic network analysis (ENA) toanalyze student trace data collected in an undergraduate engineering course (N = 290) with a flipped classroomdesign. Our findings suggest that high-performing students effectively used their study time and enacted learningstrategies mainly linked to formative and summative assessment tasks. The students in the low-performing groupenacted less diverse learning strategies and typically focused on video watching. We discuss several implicationsfor research and instructional practice.

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Section: Network Analysismentioning

confidence: 99%

Network Analytics to Unveil Links of Learning Strategies, Time Management, and Academic Performance in a Flipped Classroom

Rakovic,

Ahmad Uzir,

Matcha

et al. 2023

Learning Analytics

View full text Add to dashboard Cite

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Facilitating learners' self‐assessment during formative writing tasks using writing analytics toolkit

Tang,

Shen,

et al. 2024

Computer Assisted Learning

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BackgroundLearners' writing skills are critical to their academic and professional development. Previous studies have shown that learners' self‐assessment during writing is essential for assessing their writing products and monitoring their writing processes. However, conducting practical self‐assessments of writing remains challenging for learners without help, such as formative feedback.ObjectivesTo facilitate learners' self‐assessment in writing, we developed a writing analytics toolkit and used data visualisation and cutting‐edge machine learning technology that provides real‐time and formative feedback to learners.MethodsTo investigate whether our newly‐developed tool affects the accuracy and process of learners' self‐assessment, we conducted a lab study. We assigned 59 learners to complete writing (2 h) and revising (1 h) tasks. During the revision stage, we randomly assigned the learners to two groups: one group used the writing analytics toolkit while the second group was not granted access to the toolkit. Learners' self‐assessment accuracy and process of self‐assessment were compared between the two groups.ResultsIn our study, we found the toolkit helped learners in the experimental group improve the self‐assessment accuracy of their writing products compared to the learners in the control group. In addition, we also found that the affordances of the toolkit affected the learners' self‐assessment process, and poor design affordances may have prevented the learners from reflecting by themselves.ConclusionsTogether, our empirical study shed light on the design of future writing analytics tools which aim at improving learners' self‐assessment during formative writing processes.

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Towards Automated Analysis of Rhetorical Categories in Students Essay Writings using Bloom’s Taxonomy

Cited by 2 publications

References 32 publications

Network Analytics to Unveil Links of Learning Strategies, Time Management, and Academic Performance in a Flipped Classroom

Network Analytics to Unveil Links of Learning Strategies, Time Management, and Academic Performance in a Flipped Classroom

Facilitating learners' self‐assessment during formative writing tasks using writing analytics toolkit

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