CSCL Archives - EduTec Science

Sep142022 by Sebastian GombertNo Comments

New Pub: Superpowers in the Classroom: Hyperchalk is an Online Whiteboard for Learning Analytics Data Collection

Computer-supported collaborative learning, Conference, Conference, Event, Further Education, General education, Higher Education, Learning Analytics, Lifelong Learning, Publication, School, Technical paper

A new system demonstration paper authored by Lukas Menzel, Sebastian Gombert, Daniele Di Mitri and Henrik Drachsler has been released as part of the ECTEL 2022 proceedings. In this paper, we present Hyperchalk, a self-hosted collaborative online whiteboard software. Similar to commercial solutions like Miro or Flinga, this software provides users with collaborative boards which they can use to draw, write or sketch together. However, unlike commercial solutions, Hyperchalk allows for collecting rich log data, which can be used to study the behaviour of its users and to allow Learning Analytics and studies on computer-supported collaborative learning. Moreover, Hyperchalk comes with a built-in replay mode which allows watching how users behave in its spaces. It supports the LTI1.3 standard, which enables seamless integration with learning management systems such as Moodle,…

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…

Mar152022 by Joshua WeidlichNo Comments

New Pub: Measuring Productivity in CSCL groups

Assessment, Conference, Empirical Study, Higher Education, Learning Design, Publication

Computer-supported collaborative learning (CSCL) is a common pedagogical approach, in which groups of students work together digitally to engage in learning activities, solve problems, or create a shared artefact. CSCL is further interesting from a research standpoint, because different disciplines want to understand the processes and circumstances from which productive social interaction in online groups emerge to facilitate learning among group members. As such, group productivity is a central outcome to be considered in CSCL research. At the same time, the current literature does not provide a valid and reliable self-report instrument to measure group productivity. [caption id="attachment_3914" align="alignleft" width="325"] Wright Map[/caption] [caption id="attachment_3915" align="alignleft" width="323"] Category probability curves with six (top) versus 5 (bottom) rating scale steps[/caption] …

May32021 by Prof. Dr. Hendrik DrachslerNo Comments

New Pub: Towards Automatic Collaboration Analytics for Group Speech Data Using Multimodal Learning Analytics

General education, Journal, Multimodal Learning Analytics, Open access, Publication

Collaboration is an important 21st Century skill. Co-located (or face-to-face) collaboration (CC) analytics gained momentum with the advent of sensor technology. Most of these works have used the audio modality to detect the quality of CC. The CC quality can be detected from simple indicators of collaboration such as total speaking time or complex indicators like synchrony in the rise and fall of the average pitch. Most studies in the past focused on “how group members talk” (i.e., spectral, temporal features of audio like pitch) and not “what they talk”. The “what” of the conversations is more overt contrary to the “how” of the conversations. Very few studies studied “what” group members talk about, and these studies were lab based showing a representative overview of specific words as topic clusters…