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      Learning Analytics Dashboards for Adaptive Support in Face-to-Face Collaborative Argumentation

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          Abstract

          Despite the potential of learning analytics for personalized learning, it has seldom been used to support collaborative learning particularly in face-to-face (F2F) learning contexts. This study aims to use learning analytics to develop a dashboard system that provides adaptive support for F2F collaborative argumentation (FCA). This study developed two types of dashboards for students and an instructor, which enabled students to monitor their FCA process through adaptive feedback and helped an instructor to provide adaptive support at the right time. The effectiveness of the dashboards was examined in a university class with 88 students (56 females, 32 males) for four weeks. The dashboards significantly improved the FCA process and outcomes. The dashboards encouraged students to actively participate in FCA and create high-quality group arguments. In addition, students had a positive attitude toward the dashboard and perceived it as useful and easy to use. These findings indicate that learning analytics dashboards can be useful in improving collaborative learning through adaptive feedback and support. This study provides suggestions on how to design a dashboard for adaptive support in F2F learning contexts using learning analytics.

          Highlights

          • Dashboards were developed to support collaborative argumentation in face-to-face contexts.

          • Based on learning analytics, dashboards timely provided feedback and adaptive support.

          • Dashboards improved collaborative argumentation process and group performance.

          • Dashboards promoted situational interest and perceived learning outcomes.

          • This study provided implications on developing a dashboard system to support face-to-face learning.

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          Most cited references49

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          Is Open Access

          The current landscape of learning analytics in higher education

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            Computer supported collaborative learning using wirelessly interconnected handheld computers

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              The effects of argumentation scaffolds on argumentation and problem solving

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                Author and article information

                Journal
                Comput Educ
                Comput Educ
                Computers & Education
                Published by Elsevier Ltd.
                0360-1315
                0360-1315
                7 October 2020
                7 October 2020
                Affiliations
                [a ]Department of Transdisciplinary Studies, Seoul National University, Seoul, South Korea
                [b ]Department of Education, Seoul National University, Seoul, South Korea
                Author notes
                []Corresponding author. Info: Young Hoan Cho, Associate Professor Seoul National University, 1 Gwanak-ro, Seoul National University, Gwanak-gu, Seoul, South Korea, 08826, Tel.: +82 2 880-8937; fax: +82 2 878-1665,
                Article
                S0360-1315(20)30239-6 104041
                10.1016/j.compedu.2020.104041
                7539901
                72bcf409-59f7-4a93-9e2d-af3a7dcf87be
                © 2020 Published by Elsevier Ltd.

                Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active.

                Categories
                Article

                adaptive instruction,collaborative learning,argumentation,learning analytics,dashboard

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