Publication Archives - Page 6 of 16

Aug292022 by Ioana JivetNo Comments

New Pub: Tools Designed to Support Self-Regulated Learning in Online Learning Environments: A Systematic Review

Higher Education, Journal, Learning Analytics, Self-Regulation

Self-regulated learning (SRL) is a crucial higher-order skill required by learners of the 21st century, who will need to become lifelong learners to adapt to the continually changing environments. Literature provides examples of tools for scaffolding SRL in online environments. In this study, we provide the state-of-the-art concerning tools that support SRL in terms of theoretical models underpinning development, supported SRL processes, tool functionalities, used data and visualizations. We reviewed 42 articles published between 2008 and 2020, including information from 25 tools designed to support SRL. Our findings indicate that (1) many of the studies do not explicitly specify the SRL theoretical model used to guide the design process of the tool; (2) goal setting, monitoring, and self-evaluation are the most prevalent SRL processes supported through functionalities such as content…

Aug262022 by Prof. Dr. Hendrik DrachslerNo Comments

New Pub: Toward learning progression analytics — Developing learning environments for the automated analysis of learning using evidence-centred design

Computational Psychometrics, Journal, Learning Analytics, Learning Design, Open access, Project, Publication, School

[caption id="attachment_4319" align="alignright" width="450"] A procedure for developing digital learning environments that allow for the automated assessment of learning.[/caption] National educational standards stress the importance of science and mathematics learning for today’s students. However, across disciplines, students frequently struggle to meet learning goals about core concepts like energy. Digital learning environments enhanced with artificial intelligence hold the promise to address this issue by providing individualized instruction and support for students at scale. Scaffolding and feedback, for example, are both most effective when tailored to students’ needs. Providing individualized instruction requires continuous assessment of students’ individual knowledge, abilities, and skills in a way that is meaningful for providing tailored support and planning further instruction. While continuously assessing individual students’ science and mathematics learning is challenging, intelligent tutoring systems show that it…

Aug242022 by Dana KubeNo Comments

New Pub: Gendered differences versus doing gender: a systematic review on the role of gender in CSCL

Gender, Higher Education, Journal, Literature review, Meta-study, Open access, Publication, Special Issue, Team

How has CSCL research been treating the topic of Gender? Our systematic review on this topic is now published in Unterrichtswissenschaft and available online here. Gender equity in education is an essential UN sustainable development goal. However, it is unclear what aspects of gender are important to consider in regard to research outcomes as well as how findings can be interpreted in the context of gender stereotypes and bias. This lack of clarity is particularly salient in the STEM field. Computer-supported collaborative learning (CSCL) is a group learning method where learners work together on group tasks that aim at the sharing and co-construction of knowledge. Aside from the cognitive learning gains, the literature reports that CSCL can bring social and psychological benefits, such as fostering positive mutual relationships and increased understanding of equity and…

Jul272022 by Atezaz AhmadNo Comments

New Pub: Connecting the dots – A literature review on learning analytics indicators from a learning design perspective

Empirical Study, Higher Education, Journal, Learning Analytics, Learning Design, Lifelong Learning, Literature review, Open access, Publication, Self-Regulation, Special Issue, Target group

[caption id="attachment_4329" align="alignright" width="450"] Occurrences of the most commonly used learning analytic indicators over the past 10 years[/caption] Background: During the past decade, the increasingly heterogeneous field of learning analytics has been critiqued for an over-emphasis on data-driven approaches at the expense of paying attention to learning designs. Method and objective: In response to this critique, we investigated the role of learning design in learning analytics through a systematic literature review. 161 learning analytics (LA) articles were examined to identify indicators that were based on learning design events and their associated metrics. Through this research, we address two objectives. First, to achieve a better alignment between learning design and learning analytics by proposing a reference framework, where we present possible connections between learning analytics and learning design. Second, to present how…

Jul232022 by Dana KubeNo Comments

Gender & STEM Conference 2022 – EduTec Member Dana Kube presented her Ph.D. work

Assessment, Conference, Conference, Digitalisation, Event, Higher Education, Journal, Learning Design, Publication, Workshop

A few impressions: After a two-year break, scholars can finally meet again for a personal exchange at the "Gender & STEM Conference". I was able to meet so many exciting people and studies, and I think that we German universities have benefited especially from the intersectional and feminist perspectives from the USA, Canada and the Netherlands: How do transgender students experience support in Computer Science? What can universities do to keep students of colour and especially women* of colour longer in STEM programmes? Stop fixing Women* in STEM was the tenor, fix the System: I go back to Frankfurt with a lot of smart approaches on the institutional and pedagogical level and a lot of encouraging feedback on my PhD thesis on Gender in STEM/Technology. My personal highlight was meeting…

Jun202022 by Prof. Dr. Hendrik DrachslerNo Comments

Transfer Workshop @ Digitaltag 2022 on highly informative and data-driven feedback with AI in higher education

Artificial Intelligence, Conference, Event, Higher Education, Learning Analytics, Open access, School, Transfer Activity, Webinar, Workshop

The third Digitaltag will take place on June 24, 2022. The initiative "Digital for All" is behind the Digitaltag. The alliance of more than 25 organizations from the fields of civil society, culture, science, business, welfare and the public sector unites a common goal: to promote digital participation in Germany. Prof. Dr. Hendrik Drachsler contributes a talk on highly informative and data-driven feedback with AI in higher education. Feedback is a powerful element of all learning processes. However, it is difficult to offer highly informative feedback to large groups of learners. The Educational Technology Collective at Goethe University and the DIPF Leibniz Institute Frankfurt am Main are conducting research on this challenge in a variety of projects. In this talk, Professor Dr. Drachsler will present on designing highly informative feedback…

Jun172022 by Joshua WeidlichNo Comments

New Pub: Extending Social Presence Theory

Empirical Study, Higher Education, Journal, Learning Design, Publication

In the area of online learning and distance education, social presence is considered a key concept to understand interpersonal processes that are mediated by technology. At the same time, theory surrounding social presence remains underdeveloped. For example, under which conditions is social presence particularly important? Do students always need high perceptions of social presence in their learning experiences? A strong theory should provide tentative answers to questions like these. Yet, as of now, our knowledge is mostly restricted to correlations coefficients between measures of social presence and outcome variables like satisfaction. Without further nuance, learning designers do not know under which circumstances they should prioritize designing for interpersonal aspects or instead focus on other aspects. To advance a more nuanced understanding of social presence, Joshua Weidlich, Derya Göksün, and Karel…

Jun12022 by Atezaz AhmadNo Comments

Workshop – Designing Learning Analytics to Improve Lifelong? Learning

Event, Learning Analytics, Learning Design, Lifelong Learning, Project, Report, Summer School, Workshop

Abstract: Learning Analytics (LA) has become a very heterogeneous research field due to the diversity in the data generated by the Learning Management Systems (LMS) as well as the researchers in a variety of disciplines, who analyze this data from a range of perspectives. In this workshop, we will present a LA tool called Open Learning Analytics Indicator Repository (OpenLAIR). OpenLAIR helps course designers, teachers, students and educational researchers to make informed decisions about the selection of learning activities and LA indicators for their course design or LA dashboard. The aim of this workshop is to allow users to interact with OpenLAIR and allow them to design a LA dashboard for a lifelong learning portal. During the workshop, participants will help with the design and evaluation of the OpenLAIR visual…

Apr272022 by Daniele Di MitriNo Comments

New Pub: Effects of Intelligent Tutoring Systems on Mathematics Achievement of Underachieving Students

Conference, School

Rashmi Kazhanchi, an external PhD candidate supervised by prof Drachsler and Dr Di Mitri, has presented her latest publication Society for Information Technology & Teacher Education International Conference, Apr 11, 2022, in San Diego, CA, United States. The article titled: "Effects of Intelligent Tutoring Systems on Mathematics Achievement of Underachieving Students" Abstract The educational landscape has changed considerably in the past decade. The focus has shifted from using traditional teaching methods to integrating technology in today’s curricula. Much of the emphasis is on fostering 21st-century skills by using technology in new and innovative ways. Student engagement is a crucial component of learning. Intelligent Tutoring Systems (ITSs) are computer software that uses artificial intelligence to provide adaptive, customized learning based on students’ needs. This quasi-experimental research study explored the effect of…

Apr52022 by Atezaz AhmadNo Comments

New Pub: What Indicators Can I Serve You with? An Evaluation of a Research-Driven Learning Analytics Indicator Repository

Conference, Digitalisation, Learning Analytics, Learning Design, Publication

In recent years, Learning Analytics (LA) has become a very heterogeneous research field due to the diversity in the data generated by the Learning Management Systems (LMS) as well as the researchers in a variety of disciplines, who analyze this data from a range of perspectives. In this paper, we present the evaluation of a LA tool that helps course designers, teachers, students and educational researchers to make informed decisions about the selection of learning activities and LA indicators for their course design or LA dashboard. The aim of this paper is to present Open Learning Analytics Indicator Repository (OpenLAIR) and provide a first evaluation with key stakeholders (N=41). Moreover, it presents the results of the prevalence of indicators that have been used over the past ten years in LA.…