Theory-based learning analytics to explore student engagement patterns in a peer review activity
| Autor: | Miguel L. Bote-Lorenzo, Erkan Er, Alejandra Martínez Monés, Cristina Villa-Torrano, Eduardo Gómez-Sánchez, Yannis Dimitriadis, Juan I. Asensio-Pérez, Dragan Gašević |
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| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Operationalization
Computer science 4. Education Interpretation (philosophy) 05 social sciences Perspective (graphical) Learning analytics Minería de procesos 050301 education Process mining Student engagement Revisiones por pares Data science 050105 experimental psychology Theory based Analítica de aprendizaje 0501 psychology and cognitive sciences 0503 education Estudiante - Participación |
| Zdroj: | LAK |
| DOI: | 10.1145/3448139.3448158 |
| Popis: | Producción Científica Peer reviews offer many learning benefits. Understanding students’ engagement in them can help design effective practices. Although learning analytics can be effective in generating such insights, its application in peer reviews is scarce. Theory can provide the necessary foundations to inform the design of learning analytics research and the interpretation of its results. In this paper, we followed a theory-based learning analytics approach to identifying students’ engagement patterns in a peer review activity facilitated via a web-based tool called Synergy. Process mining was applied on temporal learning data, traced by Synergy. The theory about peer review helped determine relevant data points and guided the top-down approach employed for their analysis: moving from the global phases to regulation of learning, and then to micro-level actions. The results suggest that theory and learning analytics should mutually relate with each other. Mainly, theory played a critical role in identifying a priori engagement patterns, which provided an informed perspective when interpreting the results. In return, the results of the learning analytics offered critical insights about student behavior that was not expected by the theory (i.e., low levels of co-regulation). The findings provided important implications for refining the grounding theory and its operationalization in Synergy. Agencia Estatal de Investigación - Fondo Europeo de Desarrollo Regional (project TIN2017-85179-C3-2-R) Junta de Castilla y León - Fondo Europeo de Desarrollo Regional (project VA257P18) Comisión Europea (project 588438-EPP-1-2017-1-EL-EPPKA2-KA) |
| Databáze: | OpenAIRE |
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