Using Learning Analytics to Support Engagement in Collaborative Writing

Online collaborative writing tools provide an efficient way to complete a writing task. However, existing tools only focus on technological affordances and ignore the importance of social affordances in a collaborative learning environment. This article describes a learning analytic system that anal...

Full description

Saved in:
Bibliographic Details
Published in:International journal of distance education technologies 2017-10, Vol.15 (4), p.79-98
Main Authors: Liu, Ming, Liu, Li, Pardo, Abelardo
Format: Article
Language:English
Subjects:
Analysis
Behavior
Behavior Patterns
Collaboration
Collaborative Writing
College students
Colleges & universities
Computer Assisted Instruction
Computer Science Education
Computer Software
Cooperative learning
Data Analysis
Distance learning
Education
Educational technology
Engineering
Feedback
Foreign Countries
Formative Evaluation
Group Dynamics
Group work in education
Learner Engagement
Learning
Learning analytics
Learning environment
Online Systems
Scores
Second language learning
Statistical Analysis
Student Attitudes
Student participation
Students
Summative Evaluation
Teaching
Team learning approach in education
Tutorial Programs
Undergraduate Students
University students
Visual Aids
Visualization
Writing
Writing Processes
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Online collaborative writing tools provide an efficient way to complete a writing task. However, existing tools only focus on technological affordances and ignore the importance of social affordances in a collaborative learning environment. This article describes a learning analytic system that analyzes writing behaviors, and creates visualizations incorporating individual engagement awareness and group ranking awareness (social affordance), and review writing behaviour history (technological affordance), to support student engagement. Studies examined the performance of the system used by university students in two collaborative writing activities: collaboratively writing a project proposal (N = 41) and writing tutorial discussion answers (N = 25). Results show that students agreed with what the visualization conveys and visualizations enhance their engagement in a collaborative writing activity. In addition, students stated that the visualizations were useful to help them reflect on the writing process and support the assessment of individual contributions.
ISSN:1539-3100
1539-3119
DOI:10.4018/IJDET.2017100105