Promoting student engagement in online collaborative writing through a student‐facing social learning analytics tool.
Background: Online Collaborative Writing (OCW) has been reported to be useful to improve writing quality in higher education. However, challenges emerge during the collaborative processes, mainly centering on how to sustain active interactions and communications in order to complete a high quality o...
| Published in: | Journal of Computer Assisted Learning Vol. 38; no. 1; pp. 192 - 209 |
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| Main Authors: | , , |
| Format: | pictorial research tables/charts Journal Article |
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Wiley-Blackwell
Feb2022
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=154497193&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 154497193 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2022 vid: 38 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 154497193 152045296 154497193 154497193 10.1111/jcal.12604 154497193 ppf: 192 ppct: 17 formats: tig: atl: Promoting student engagement in online collaborative writing through a student‐facing social learning analytics tool. aug: au: Chen, Si Ouyang, Fan Jiao, Pengcheng affil: College of Education, Zhejiang University, Hangzhou, China sug: subj: Writing Collaboration Online Education Student Attitudes Instrument Construction Instrument Validation Human Multimethod Studies Data Analytics Quantitative Studies Content Analysis Qualitative Studies Cognition Interpersonal Relations Analysis of Variance Descriptive Statistics ab: Background: Online Collaborative Writing (OCW) has been reported to be useful to improve writing quality in higher education. However, challenges emerge during the collaborative processes, mainly centering on how to sustain active interactions and communications in order to complete a high quality of writing. Objectives: Using the design‐based research, this research designs and implements a student‐facing SLA tool that integrates multi‐method analytics to present social interactions, writing topics, and topic connections and to empirically investigate the effects of this tool on student engagement during OCW. Methods: This research uses both quantitative content analysis, statistical analysis, and qualitative analysis to examine the effects of the SLA tool on students' social and cognitive engagement as well as students' perceptions about the usefulness and usability of this tool. Results and Conclusions: Results showed that the SLA tool improved students' social and cognitive engagement, and most students perceived that the SLA tool was useful for the OCW activity. Based on the findings, implications of tool development and pedagogical design are proposed to foster students' online collaborative writing quality. Lay Description: What is currently known about the this topic: Online collaborative writing has been widely adopted in higher education.It is difficult for students to sustain active engagement in OCW.Learning analytics implementations have potential to foster student engagement. What this paper adds: A student‐facing SLA tool was developed to visually demonstrate student engagement.The SLA tool improved students' social and cognitive engagement.Students perceived the SLA tool useful for improving collaborative writing. Implications for practitioners: Tool implications include visualized representation, feedback contextualization, and influence of social comparison.Pedagogical implications include metacognition competency, instructional feedback, and collaborative characteristics. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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