scholarly journals Sentiment evolution with interaction levels in blended learning environments: Using learning analytics and epistemic network analysis

2021 ◽  
Vol 37 (2) ◽  
pp. 81-95
Author(s):  
Changqin Huang ◽  
Zhongmei Han ◽  
Ming Li ◽  
Xizhe Wang ◽  
Wenzhu Zhao
Keyword(s):  
Network Analysis ◽  
Text Mining ◽  
Blended Learning ◽  
Learning Environments ◽  
Learning Process ◽  
Learning Analytics ◽  
The Other ◽  
Postgraduate Students ◽  
Learning Contexts ◽  
Social Emotion

Sentiment evolution is a key component of interactions in blended learning. Although interactions have attracted considerable attention in online learning contexts, there is scant research on examining sentiment evolution over different interactions in blended learning environments. Thus, in this study, sentiment evolution at different interaction levels was investigated from the longitudinal data of five learning stages of 38 postgraduate students in a blended learning course. Specifically, text mining techniques were employed to mine the sentiments in different interactions, and then epistemic network analysis (ENA) was used to uncover sentiment changes in the five learning stages of blended learning. The findings suggested that negative sentiments were moderately associated with several other sentiments such as joking, confused, and neutral sentiments in blended learning contexts. Particularly in relation to deep interactions, student sentiments might change from negative to insightful ones. In contrast, the sentiment network built from social-emotion interactions shows stronger connections in joking-positive and joking-negative sentiments than the other two interaction levels. Most notably, the changes of co-occurrence sentiment reveal the three periods in a blended learning process, namely initial, collision and sublimation, and stable periods. The results in this study revealed that students’ sentiments evolved from positive to confused/negative to insightful.

Herding Cats

2010 ◽  
pp. 284-300
Author(s):  
Donald N. Philip
Keyword(s):  
Online Learning ◽  
Social Network ◽  
Network Analysis ◽  
Learning Environments ◽  
Learning Process ◽  
Knowledge Building ◽  
Traditional Classroom ◽  
Process Data ◽  
Communications Networks ◽  
Face To Face

Teachers using online learning environments have found that traditional classroom control techniques do not work when applied online. Instead, other approaches need to be used. This chapter introduces the concept of knowledge-building as an approach that is effective in online learning, and the concept of protocological control as a means of controlling the communications networks that evolve during the learning process. Data from a study involving students in a gr. 5/6 hybrid (online and face-to-face) class are used to illustrate how the teacher controls the learning process when the students all work independently of each other. The use of social network analysis as a tool for visualizing the communications networks that form is demonstrated.

scholarly journals O ensino híbrido como instrumento de recuperação paralela no Instituto Federal de Educação, Ciência e Tecnologia de São Paulo

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
ELIANA CALIXTO SANTOS ◽  
CELINA APARECIDA ALMEIDA PEREIRA ABAR
Keyword(s):  
High School ◽  
Blended Learning ◽  
Learning Environments ◽  
Learning Process ◽  
Mathematics Teaching ◽  
Learning Method ◽  
Mathematical Content ◽  
Technical High School ◽  
Recovery Program ◽  
Vocational Technical High School

ResumoO objetivo deste artigo, parte de uma tese em andamento, é apresentar possibilidades de ambientes de aprendizagem, com o uso de tecnologia e materiais personalizados aos alunos, quando detectadas defasagens no seu processo de aprendizagem nos conteúdos de matemática. A maioria dos alunos matriculados nos cursos Técnicos Profissionalizantes de Nível Médio, não conseguem frequentar as aulas de recuperação paralela ofertadas pelo IFSP de forma presencial e no contraturno, pela disponibilidade de horário, conforme preconiza a legislação em vigor. Sendo assim, a pesquisa em desenvolvimento consiste em adaptar a plataforma Moodle, já utilizada pelos alunos do IFSP, e desenvolver um programa de recuperação paralela para os alunos ingressantes dos cursos Técnicos Profissionalizantes de Nível Médio do IFSP, por meio do método de Ensino Híbrido na sua modalidade Flex, permitindo que os alunos, cumpram as atividades, personalizadas pelo professor, em seu próprio ritmo. A questão consiste em verificar se a proposta poderá ser adotada pela instituição após o conhecimento dos resultados obtidos. Palavras-chave: Ensino Híbrido; Recuperação Paralela; Ensino de Matemática.AbstractThe purpose of this article (which is part of an ongoing thesis) is to present possibilities for learning environments using technology and personalized materials to students when gaps in their learning process are detected in the mathematical content. Most students enrolled in the Vocational-Technical High School courses are unable to attend the parallel recovery classes offered by the IFSP in person and the evening, due to the availability of hours, as recommended by the legislation in force. Therefore, the research in development consists of adapting the Moodle platform, already used by IFSP students, and developing a parallel recovery program for students entering the IFSP Technical High School courses, using the Blended Learning method at its Flex mode allowing students to carry out activities personalized by the teacher at their own pace. The question is to verify if the proposal can be adopted by the institution after knowledge of the results obtained.Keywords: Blended Learning; Parallel Recovery; Mathematics Teaching. 

scholarly journals The PERLA Framework: Blending Personalization and Learning Analytics

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Mohamed Amine Chatti ◽  
Arham Muslim
Keyword(s):  
Learning Environments ◽  
Learning Analytics ◽  
Theoretical Foundation ◽  
Personalized Learning ◽  
Systematic Design ◽  
Smart Learning ◽  
Smart Learning Environments ◽  
Learning Contexts ◽  
Customized Learning ◽  
Opening Up

Personalization is crucial for achieving smart learning environments in different lifelong learning contexts. There is a need to shift from one-size-fits-all systems to personalized learning environments that give control to the learners. Recently, learning analytics (LA) is opening up new opportunities for promoting personalization by providing insights and understanding into how learners learn and supporting customized learning experiences that meet their goals and needs. This paper discusses the Personalization and Learning Analytics (PERLA) framework which represents the convergence of personalization and learning analytics and provides a theoretical foundation for effective analytics-enhanced personalized learning. The main aim of the PERLA framework is to guide the systematic design and development of effective indicators for personalized learning.

On the equivalence between bimodal and unimodal students’ collaboration networks in distance learning

2021 ◽  
pp. 1-15
Author(s):  
Rozita Tsoni ◽  
Evangelos Sakkopoulos ◽  
Christos T. Panagiotakopoulos ◽  
Vassilios S. Verykios
Keyword(s):  
Distance Learning ◽  
Network Analysis ◽  
Learning Community ◽  
Learning Analytics ◽  
Real Life ◽  
Postgraduate Students ◽  
Multiple Indicators ◽  
Real Life Data ◽  
Distinct Features ◽  
Network Analysis Metrics

This work is aiming to contribute to the field of Distance Learning through Learning Analytics. We propose a methodological framework based on network analysis metrics to provide multiple indicators for Course Learning Analytics. Social Network Analysis is proposed for this purpose due to its capacity to provide an integrated representation of students’ interaction, where individual behavior is expressed within the context of a learning community. We perform experimental evaluation on real-life data from anonymized forum posts of postgraduate students and their tutors in the School of Science and Technology at the Hellenic Open University. Initially, we create and examine two-mode networks (participant-discussion) for two different modules. Subsequently, these networks are transformed into one-mode networks. Key measures are estimated and compared and the differences between their pedagogical interpretations are highlighted. We conclude that the choice between working with a bimodal network or projecting it into a unimodal one is determined by the nature of the research questions because of the distinct features that each one of them exhibits.

scholarly journals Combining Checkpoint and Process Learning Analytics to Support Learning Design Decisions in Blended Learning Environments

2020 ◽  
Vol 7 (3) ◽  
pp. 33-47
Author(s):  
Rogers Kaliisa ◽  
Anders Kluge ◽  
Anders I. Mørch
Keyword(s):  
Blended Learning ◽  
Learning Environments ◽  
Learning Analytics ◽  
Learning Design ◽  
Learning Behaviour ◽  
Teacher Experiences ◽  
Design Decisions ◽  
Process Analytics ◽  
Process Learning ◽  
Multiple Levels

Learning analytics (LA) constitutes a key opportunity to support learning design (LD) in blended learning environments. However, details as to how LA supports LD in practice and information on teacher experiences with LA are limited. This study explores the potential of LA to inform LD based on a one-semester undergraduate blended learning course at a Norwegian university. Our findings indicate that creating valuable connections between LA and LD requires a detailed analysis of student checkpoints (e.g., online logins) and process analytics (e.g., online content and interaction dynamics) to find meaningful learning behaviour patterns that can be forwarded to teachers in retrospect to support the redesign of courses. Moreover, the teachers in our study found the LA visualizations to be valuable for understanding student online learning processes, but they also requested the timely sharing of aggregated LA visualizations in a simple, easy-to-interpret format, yet detailed enough to be informative and actionable. We conclude the paper by arguing that the potential of LA to support LD is improved when multiple levels of LA are considered.

scholarly journals Game learning analytics of instant messaging and online discussion forums in higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ana Beatriz Hernández-Lara ◽  
Alexandre Perera-Lluna ◽  
Enric Serradell-López
Keyword(s):  
Text Mining ◽  
Learning Process ◽  
Learning Analytics ◽  
Instant Messaging ◽  
Online Discussion ◽  
Communication Patterns ◽  
Discussion Forums ◽  
Communication Tools ◽  
Content Type ◽  
Online Discussion Forums

PurposeWith the growth of digital education, students increasingly interact in a variety of ways. The potential effects of these interactions on their learning process are not fully understood and the outcomes may depend on the tool used. This study explores the communication patterns and learning effectiveness developed by students using two basic synchronous and asynchronous communication tools in e-learning environments, specifically business simulation games.Design/methodology/approachThe authors conduct a quasi-experiment research with 478 online business students, 267 of whom used online discussion forums and 211 interacted via an instant messaging app. The application of learning analytics and text mining on natural language processing allows us to explore the student communication patterns with each of tools and their effectiveness in terms of learning.FindingsThe results confirm the complementarity of the communication tools, asynchronous tools being especially the suitable for task-related communication and synchronous ones for speeding up and facilitating student social interactions.Originality/valueThe main value of this research lies in the use of data analytics and text mining to access and analyse the content of student interactions to assess the learning process in greater depth, comparing synchronous and asynchronous learning modes, considering that little is known about the impact of online synchronous interaction or instant messaging, and even less about the different features, content and performance that emerge when these two learner interaction modalities are compared.

Concluding Remarks and Probing Further

2015 ◽  
pp. 443-459
Keyword(s):  
Fuzzy Logic ◽  
Blended Learning ◽  
Learning Environments ◽  
Future Research ◽  
Potential Contribution ◽  
Final Destination ◽  
Learning Contexts ◽  
Future Research Directions ◽  
Learning Ecology

Arriving to the final destination of the journey started in chapter 1, this concluding chapter represents a brief reflection of the key considerations/contributions of the book and, simultaneously, provides a guidance for future research directions. From an ecological standpoint, the key purpose of this book was to systemically understand the essential issues related to the trends and fuzzy logic-based modeling perspectives of collaborative and blended learning. In addition, the emancipation of collaborative and blended learning environments here is established as a potential contribution to the 21st century learning contexts. In this vein, comprehension of the potentialities of the proposed fuzzy logic-based modeling approaches and the way they could be transferred to tackle real problems in the educational context, contributes to the establishment of a learning ecology for reflection and rethinking upon the intelligence of the online learning environments as current and future constructs.

E-Learning and M-Learning for Students with Special Learning Needs

2013 ◽  
pp. 273-278
Author(s):  
Andreja Istenic Starcic ◽  
Ziga Turk
Keyword(s):  
Blended Learning ◽  
Special Needs ◽  
Learning Environments ◽  
Learning Process ◽  
Individual Characteristics ◽  
Students With Special Needs ◽  
Special Needs Education ◽  
E Learning ◽  
Study Process ◽  
Special Learning Needs

Educational technology and Information Communication Technology (ICT) play an important role in creating an effective and adaptable learning environment, especially when teaching students with Special Educational Needs (SEN). This includes students with a range of physical, sensory, communication or cognitive disabilities in learning. This research note focuses on integration of students with special needs into e-learning and m-learning environments and discusses the existing level of ICT integration in blended learning environments, based on a review of state of the art literature. The emphasis for special needs education is on high individualisation and personalization of the study process so the research questions of this note focus on the competence registration of the SEN student in the planning, design, learning process and evaluation. The main objective is the development of a model for competence registration in the design of personalised blended learning environments to aid students’ successful integration. Based on individual characteristics and competences, appropriate learning styles and approaches are introduced and planned in the individualised learning process.

scholarly journals Learner Engagement in Blended Learning Environments: A Conceptual Framework

2019 ◽  
Vol 23 (2) ◽  
Author(s):  
Lisa R. Halverson ◽  
Charles R. Graham
Keyword(s):  
Blended Learning ◽  
Conceptual Framework ◽  
Learning Environments ◽  
Educational Outcomes ◽  
Mediated Learning ◽  
Learning Engagement ◽  
Learner Engagement ◽  
Future Studies ◽  
Learning Contexts ◽  
Or Practice

Learner engagement correlates with important educational outcomes, including academic achievement and satisfaction.  Although research is already exploring learner engagement in blended contexts, no theoretical framework guides inquiry or practice, and little consistency or specificity exists in engagement definitions and operationalizations.  Developing definitions, models, and measures of the factors that indicate learner engagement is important to establishing whether changes in instructional methods (facilitators) result in improved engagement (measured via indicators).  This article reviews the existing literature on learner engagement and identifies constructs most relevant to learning in general and blended learning in particular.  We present a possible conceptual framework for engagement that includes cognitive and emotional indicators, offering examples of research measuring these engagement indicators in technology-mediated learning contexts.  Finally, we suggest future studies to test the framework, which we believe can support advances in blended learning engagement research that is increasingly real-time, minimally intrusive, and maximally generalizable across subject matter contexts.

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