Mapping primary students' mobile collaborative inquiry-based learning behaviours in science collaborative problem solving via learning analytics. (2022)

• Record Type: Journal Article
• Authors: Song, Yanjie; Cao, Jiaxin; Yang, Yin; Looi, Chee-Kit
• Is Part Of: International journal of educational research. Volume 114(2022)
• Publication Date: 2022
• Subjects: Collaborative inquiry-based learning (CIBL) -- Science -- Learning analytics -- High- and low-performance groups -- M-orchestrate app -- collaborative problem-solving; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2022.101992
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: Collaborative inquiry-based learning (CIBL) behaviours were examined. Process mining techniques were adopted to visualize students' CIBL behaviours. The findings reveal high- and low-performance groups' features of CIBL behaviours. The findings help inform teachers of making pedagogical refinement in CIBL design. The findings also help inform researchers of developing scaffolding tools for CIBL. Abstract: This article reports on a study focusing on understanding how primary students conducted collaborative inquiry-based learning (CIBL) supported by a mobile app during the COVID-19 pandemic when all lessons were conducted online. Learning analytics (LA) were used to map students' behaviours in CIBL activities. One class with 35 students in Grade 4 participated in this study. Log data was collected and analysed using learning analytics with process mining techniques to understand groups' CIBL behaviours in a mobile learning environment. The findings revealed high- and low-performance groups' common and different features of CIBL behaviours. The research findings can help inform both teachers of making pedagogical refinement in the CIBL activity design, and researchers of developing scaffolding tools at different phases of CIBL on the mobile learning app to enhance students' collaborative problem-solving skills.