ABSTRACT

The learning analytics dashboard (LAD) has been recognised as a useful tool to facilitate teachers’ diagnosis and intervention in collaborative learning. However, little empirical evidence has been reported concerning the effects of LAD on teachers in computer-supported collaborative learning (CSCL). The purpose of this study was to evaluate the effectiveness of a LAD system called the Knowledge-Behavior-Social Dashboard (KBSD) for supporting teachers’ diagnosis and intervention of CSCL activities. Thirty-five pre-service teachers participated in the experiment. The results indicated that teachers using KBSD used more ‘cross-group’ strategies to diagnose students’ learning problems. Teachers in the experimental group also performed more interventions involving ‘cognitive guidance’, ‘scaffold instructing’, ‘positive evaluation’ and ‘individual facilitating’. Moreover, the analysis of the interview revealed that the KBSD tool has the potential to assist teachers in detecting learning problems in a group in an easy and convenient manner. Pedagogical implications and future research are also addressed.

摘要

学习分析仪表板 (LAD) 已被公认为有助于教师诊断和干预协作学习的有用工具。然而，关于 LAD 对教师在计算机支持的协作学习 (CSCL) 中的影响的经验证据很少。本研究的目的是评估名为知识-行为-社交仪表板 (KBSD) 的 LAD 系统在支持教师诊断和干预 CSCL 活动方面的有效性。35 名职前教师参加了实验。结果表明，使用 KBSD 的教师使用更多的“跨小组”策略来诊断学生的学习问题。实验组教师还进行了更多的干预，包括“认知引导”、“支架式教学”、“正面评价”和“个人促进”。此外，对访谈的分析表明，KBSD 工具有可能以简单方便的方式帮助教师发现小组中的学习问题。还讨论了教学意义和未来的研究。