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What is Monitored and by Whom in Online Collaborative Learning?: Analysis of Monitoring Tools in Learner Dashboard

최지수|김윤진|임규연|임지영|어정인
한국교육공학회 (Korean Society Of Educational Technology)|2019.10|Educational Technology International|제20권 제2호|pp. 223-255

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참고문헌

키워드

Self-regulationMonitoringCollaborative learningCo-regulationGroup awareness toolLearner dashboardSocially shared regulation
주제분류교육학

초록

This study aims to draw implications for designing online tools to support monitoring in collaborative learning. For this purpose, eighteen research papers exploring learner dashboard and group awareness tools were analyzed. Driving questions for the analysis were 'who monitors whose learning' and 'which learning information is monitored.' The analytical frameworks used for this study included the followings: three modes of co-regulation in terms of who regulates whose learning (self-regulation in collaborative learning, other-regulation, and socially-shared regulation) and four categories of dashboard information in terms of which information is monitored (information about preparation, participation, interaction, and achievement). As a result, five design implications for learner dashboard supporting monitoring were drawn. a) Monitoring tools for collaborative learning should support not a single but multiple targets: learner oneself, peer learners, and the group as a whole. b) When supporting the monitoring of oneself, information about self and peers should be illustrated together so that they can be compared. c) Information on collaborative learning achievement should be provided in terms of the content of knowledge acquired rather than test scores. d) In addition to the information about the interaction between learners, the interaction between learners and learning materials can also be provided. e) There should be differences in a manner when providing the same information to the individual and group level.

Abstract

This study aims to draw implications for designing online tools to support monitoring in collaborative learning. For this purpose, eighteen research papers exploring learner dashboard and group awareness tools were analyzed. Driving questions for the analysis were 'who monitors whose learning' and 'which learning information is monitored.' The analytical frameworks used for this study included the followings: three modes of co-regulation in terms of who regulates whose learning (self-regulation in collaborative learning, other-regulation, and socially-shared regulation) and four categories of dashboard information in terms of which information is monitored (information about preparation, participation, interaction, and achievement). As a result, five design implications for learner dashboard supporting monitoring were drawn. a) Monitoring tools for collaborative learning should support not a single but multiple targets: learner oneself, peer learners, and the group as a whole. b) When supporting the monitoring of oneself, information about self and peers should be illustrated together so that they can be compared. c) Information on collaborative learning achievement should be provided in terms of the content of knowledge acquired rather than test scores. d) In addition to the information about the interaction between learners, the interaction between learners and learning materials can also be provided. e) There should be differences in a manner when providing the same information to the individual and group level.

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