ダウンロード数: 47
このアイテムのファイル:
ファイル | 記述 | サイズ | フォーマット | |
---|---|---|---|---|
s41039-021-00164-w.pdf | 2.96 MB | Adobe PDF | 見る/開く |
タイトル: | Learning analytics of humanities course: reader profiles in critical reading activity |
著者: | Majumdar, Rwitajit https://orcid.org/0000-0003-4671-0238 (unconfirmed) Bakilapadavu, Geetha Majumder, Reek Chen, Mei-Rong Alice Flanagan, Brendan https://orcid.org/0000-0001-7644-997X (unconfirmed) Ogata, Hiroaki https://orcid.org/0000-0001-5216-1576 (unconfirmed) |
著者名の別形: | 緒方, 広明 |
キーワード: | Learning analytics Humanities course BookRoll Critical reading activity Process mining Engagement score Reader profiles |
発行日: | 2021 |
出版者: | Springer Nature |
誌名: | Research and Practice in Technology Enhanced Learning |
巻: | 16 |
論文番号: | 25 |
抄録: | This study investigates learner’s reading behaviors in a critical reading task in humanities course using learning analytics techniques. A Critical Analysis of Literature and Cinema course was selected as a context. The course activities evolved over 10 years, and for this instance, some face-to-face classroom critical reading activities were migrated to online mode by using BookRoll, a learning analytics enhanced eBook platform. Students (n=22 out of the 50 registered) accessed Hayavadana, an Indian play uploaded on BookRoll, and attempted to identify performative elements and cultural references in the text and highlight them. In this study, we analyze learner’s reading logs gathered in the learning record store linked to BookRoll during that activity. We extend our previous work where we identify four online reading profiles: effortful, strategic, wanderers, and check-out, based on learner’s clickstream interactions and time spent with the content. We validate the profiles with qualitative interview data collected from the learners and illustrate the quantified learning behaviors of each of those profiles based on an engagement metric. Our work aims to initiate further discussion related to the application of learning analytics in humanities courses both to probe into the learning behaviors of the students and thereby enhance the experiences with the use of interactive learning environments and data-driven services. |
著作権等: | © The Author(s). 2021 This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. |
URI: | http://hdl.handle.net/2433/276418 |
DOI(出版社版): | 10.1186/s41039-021-00164-w |
出現コレクション: | 学術雑誌掲載論文等 |
このアイテムは次のライセンスが設定されています: クリエイティブ・コモンズ・ライセンス