Using Learning Analytics to Explore the Multifaceted Engagement in Collaborative Learning

Autor/inn/en	Xing, Wanli; Zhu, Gaoxia; Arslan, Okan; Shim, Jaesub; Popov, Vitaliy
Titel	Using Learning Analytics to Explore the Multifaceted Engagement in Collaborative Learning
Quelle	In: Journal of Computing in Higher Education, 35 (2023) 3, S.633-662 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xing, Wanli)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1726
DOI	10.1007/s12528-022-09343-0
Schlagwörter	Learning Analytics; Cooperative Learning; Learner Engagement; Learning Motivation; Metacognition; Group Dynamics; Problem Solving + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Motivation for studies; Lernmotivation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Gruppendynamik; Problemlösen
Abstract	Engagement is critical in learning, including computer-supported collaborative learning (CSCL). Previous studies have mainly measured engagement using students' self-reports which usually do not capture the learning process or the interactions between group members. Therefore, researchers advocated developing new and innovative engagement measurements to address these issues through employing learning analytics and educational data mining (e.g., Azevedo in Educ Psychol 50(1):84-94, 2015; Henrie in Comput Educ 90:36-53, 2015). This study responded to this call by developing learning analytics to study the multifaceted aspects of engagement (i.e., group behavioral, social, cognitive, and metacognitive engagement) and its impact on collaborative learning. The results show that group behavioral engagement and group cognitive engagement have a significantly positive effect on group problem-solving performance; group social engagement has a significantly negative effect; the impact of group metacognitive engagement is not significant. Furthermore, group problem-solving performance has a significant positive effect on individual cognitive understanding, which partially mediates the impact of group behavioral engagement and fully mediates the impact of group social engagement on individual cognitive understanding. The findings have important implications for developing domain-specific learning analytics to measure students' sub-constructs of engagement in CSCL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01