Learning analytics for online discussions: A pedagogical model for intervention with embedded and extracted analytics

Alyssa Friend Wise, Yuting Zhao, Simone Nicole Hausknecht

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

This paper describes an application of learning analytics that builds on an existing research program investigating how students contribute and attend to the messages of others in online discussions. A pedagogical model that translates the concepts and findings of the research program into guidelines for practice and analytics with which students and instructors can assess their discussion participation are presented. The analytics are both embedded in the learning environment and extracted from it, allowing for integrated and reflective metacognitive activity. The pedagogical intervention is based on the principles of (1) Integration (2) Diversity (of Metrics) (3) Agency (4) Reflection (5) Parity and (6) Dialogue. Details of an initial implementation of this approach and preliminary findings are described. Initial results strongly support the value of student-teacher dialogue around the analytics. In contrast, instructor parity in analytics use did not seem as important to students as was expected. Analytics were reported as useful in validating invisible discussion activity, but at times triggered emotionally-charged responses.

Original languageEnglish (US)
Title of host publicationLAK 2013
Subtitle of host publication3rd International Conference on Learning Analytics and Knowledge
Pages48-56
Number of pages9
DOIs
StatePublished - 2013
Event3rd International Conference on Learning Analytics and Knowledge, LAK 2013 - Leuven, Belgium
Duration: Apr 8 2013Apr 12 2013

Publication series

NameACM International Conference Proceeding Series

Other

Other3rd International Conference on Learning Analytics and Knowledge, LAK 2013
CountryBelgium
CityLeuven
Period4/8/134/12/13

Keywords

  • asynchronous discussion groups
  • computer mediated communication
  • learning analytics
  • online learning
  • student participation

ASJC Scopus subject areas

  • Software
  • Human-Computer Interaction
  • Computer Vision and Pattern Recognition
  • Computer Networks and Communications

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  • Cite this

    Wise, A. F., Zhao, Y., & Hausknecht, S. N. (2013). Learning analytics for online discussions: A pedagogical model for intervention with embedded and extracted analytics. In LAK 2013: 3rd International Conference on Learning Analytics and Knowledge (pp. 48-56). (ACM International Conference Proceeding Series). https://doi.org/10.1145/2460296.2460308