Supporting teachers in guiding collaborating students: Effects of learning analytics in CSCL

Anouschka Van Leeuwen*, Jeroen Janssen, Gijsbert Erkens, Mieke Brekelmans

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

The aim of this study was to examine the effects of teacher supporting tools that present summaries, visualizations, and analyses of student participation and discussion on the way teachers guide collaborating groups of students in a digital learning environment. An experimental set-up was used in which authentic student data was converted to simulation vignettes that participants could interact with, enabling them to act as the teacher. The vignettes contained groups that had a problem concerning participation or discussion. When presented with the supporting tools, teachers and student teachers were better able to spot the problems regarding participation, intervened more often in problematic groups as time progressed, and displayed more specific explanations of their actions.

Original languageEnglish
Pages (from-to)28-39
Number of pages12
JournalComputers & Education
Volume79
DOIs
Publication statusPublished - 2014

Keywords

  • Cooperative/collaborative learning
  • Evaluation of CAL systems
  • Interactive learning environments
  • Secondary education
  • Teaching/learning strategies

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