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Journal of Computers in Education

Erschienen in:

29.07.2020

A longitudinal examination of temporal and iterative relationships among learner engagement dimensions during online discussion

verfasst von: Min Kyu Kim, In Heok Lee, So Mi Kim

Erschienen in: Journal of Computers in Education | Ausgabe 1/2021

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Abstract

Scholars have examined how students feel, behave, and think when engaged in asynchronous online discussion (AOD), which has become a prevalent means of collaborative learning in higher education. However, few have considered the impact of time on these learning-related dimensions, partly due to reliance on self-reported instruments that are not sufficient to measure the temporal, changeable, and iterative relationships among learning-related dimensions during online conversation. The purpose of the current study was to use learning analytics to investigate longitudinally the relationships among learning-related emotions, learner participation level, and cognitive effort of students. Analysis of system-stored student data from 56 students enrolled in a wiki-based, blended undergraduate writing course revealed that positive or negative expressed emotions led to higher participation in ongoing discussions and that participation level predicted the rate of change in textual revision. These findings not only confirm theories of learner engagement but also demonstrate the viability of trace data and their potential in educational research and practice.

Vorheriger Artikel Digital storytelling: facilitating learning and identity development

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Titel: A longitudinal examination of temporal and iterative relationships among learner engagement dimensions during online discussion
verfasst von: Min Kyu Kim
In Heok Lee
So Mi Kim
Publikationsdatum: 29.07.2020
Verlag: Springer Berlin Heidelberg
Erschienen in: Journal of Computers in Education / Ausgabe 1/2021
Print ISSN: 2197-9987
Elektronische ISSN: 2197-9995
DOI: https://doi.org/10.1007/s40692-020-00171-8

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