Using learning analytics to support engagement in collaborative writing

Liu, M; Pardo, A; Liu, L

Using learning analytics to support engagement in collaborative writing

Liu, M

Pardo, A Liu, L

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Publication Type:: Journal Article
Citation:: International Journal of Distance Education Technologies, 2017, 15 (4), pp. 79 - 99
Issue Date:: 2017-10-01

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Field	Value	Language
dc.contributor.author	Liu, M https://orcid.org/0000-0003-4256-6531	en_US
dc.contributor.author	Pardo, A	en_US
dc.contributor.author	Liu, L	en_US
dc.date.issued	2017-10-01	en_US
dc.identifier.citation	International Journal of Distance Education Technologies, 2017, 15 (4), pp. 79 - 99	en_US
dc.identifier.issn	1539-3100	en_US
dc.identifier.uri	http://hdl.handle.net/10453/126709
dc.description.abstract	© 2017, IGI Global. Online collaborative writing tools provide an efficient way to complete a writing task. However, existing tools only focus on technological affordances and ignore the importance of social affordances in a collaborative learning environment. This article describes a learning analytic system that analyzes writing behaviors, and creates visualizations incorporating individual engagement awareness and group ranking awareness (social affordance), and review writing behaviour history (technological affordance), to support student engagement. Studies examined the performance of the system used by university students in two collaborative writing activities: Collaboratively writing a project proposal (N = 41) and writing tutorial discussion answers (N = 25). Results show that students agreed with what the visualization conveys and visualizations enhance their engagement in a collaborative writing activity. In addition, students stated that the visualizations were useful to help them reflect on the writing process and support the assessment of individual contributions.	en_US
dc.relation.ispartof	International Journal of Distance Education Technologies	en_US
dc.relation.isbasedon	10.4018/IJDET.2017100105	en_US
dc.subject.classification	Education	en_US
dc.title	Using learning analytics to support engagement in collaborative writing	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	15	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)/Connected Intelligence Centre
utslib.copyright.status	open_access
pubs.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	15	en_US

Abstract:

© 2017, IGI Global. Online collaborative writing tools provide an efficient way to complete a writing task. However, existing tools only focus on technological affordances and ignore the importance of social affordances in a collaborative learning environment. This article describes a learning analytic system that analyzes writing behaviors, and creates visualizations incorporating individual engagement awareness and group ranking awareness (social affordance), and review writing behaviour history (technological affordance), to support student engagement. Studies examined the performance of the system used by university students in two collaborative writing activities: Collaboratively writing a project proposal (N = 41) and writing tutorial discussion answers (N = 25). Results show that students agreed with what the visualization conveys and visualizations enhance their engagement in a collaborative writing activity. In addition, students stated that the visualizations were useful to help them reflect on the writing process and support the assessment of individual contributions.

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http://hdl.handle.net/10453/126709