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首页> 外文会议>IEEE International Conference in MOOCs, Innovation and Technology in Education >Measuring engagement in online collaborative learning activities: A comparative analysis of the Conversational Framework and the Social Network Analysis tool
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Measuring engagement in online collaborative learning activities: A comparative analysis of the Conversational Framework and the Social Network Analysis tool

机译：衡量在线协作学习活动的参与度：对话框架和社交网络分析工具的比较分析

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摘要

In online collaborative learning, students use text-based posts to communicate with their instructor and their peers. Student's posts can be numerous, yet superficial in their content, often not addressing the objectives of the learning. Collaboration is one indicator of student engagement in an online learning task. The Conversational Framework and Social Network Analysis (SNA) pedagogical tools are used to measure the quality of collaboration. For the comparative analysis discussed in this paper, these tools were examined to identify the: purpose of each tool; the process each tool uses; and identifying what is similar or different as well as any benefits to the instructor and/or students. Each tool is diagrammatically represented. The discussion situates these tools within the benefits of measuring quality collaboration in online learning tasks. The paper concludes by identifying the need for further investigation into other tools measuring collaboration as part of the proposed PhD research. The student writer calls for collaborative advice.
机译：在在线协作学习中，学生使用基于文本的帖子与导师和同伴交流。学生的职位可能很多，但内容肤浅，常常没有解决学习目标。协作是学生参与在线学习任务的一项指标。会话框架和社交网络分析（SNA）教学工具用于衡量协作的质量。为了进行本文中讨论的比较分析，对这些工具进行了检查，以确定：每个工具的目的;每个工具使用的过程;并确定相似之处或不同之处以及对教员和/或学生的任何好处。每个工具都以示意图形式表示。讨论将这些工具置于衡量在线学习任务中的质量协作的好处之内。本文的结论是确定有必要进一步研究其他测量协作的工具，这是拟议的博士研究的一部分。学生作家呼吁提供合作建议。

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