Scripting and monitoring meet each other: Aligning learning analytics and learning design to support teachers in orchestrating CSCL situations

From the conceptualization to the evaluation of computer‐supported collaborative learning (CSCL) scenarios, teachers address multiple tasks, sometimes being overwhelmed on account of the required time and associated burden. To support teachers in this endeavor, we propose to connect the pedagogical...

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Bibliographic Details
Published in:British journal of educational technology 2015-03, Vol.46 (2), p.330-343
Main Authors: Rodríguez-Triana, María Jesús, Martínez-Monés, Alejandra, Asensio-Pérez, Juan I., Dimitriadis, Yannis
Format: Article
Language:English
Subjects:
CAI
Collaborative virtual environments
Computer aided instruction
Computer Assisted Instruction
Cooperative Learning
Curriculum Development
Design engineering
Distance learning
Educational Practices
Educational technology
Learning
Monitoring
Online instruction
Program Evaluation
Proposals
Teacher Attitudes
Teachers
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Summary:From the conceptualization to the evaluation of computer‐supported collaborative learning (CSCL) scenarios, teachers address multiple tasks, sometimes being overwhelmed on account of the required time and associated burden. To support teachers in this endeavor, we propose to connect the pedagogical decisions made at design time with the analysis of the participants' interactions. Thus, teachers would be provided with relevant and coarse‐grained information that could help them manage their CSCL scenarios. This paper synthesizes the main contributions obtained from a 3‐year design‐based research process, and presents the findings obtained from the evaluation of the current proposal in two authentic CSCL scenarios. The participant teachers valued the proposal positively and stated that it was helpful for their orchestration of CSCL scenarios.
ISSN:0007-1013
1467-8535
DOI:10.1111/bjet.12198