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Article: Understanding collaborative learning behavior from Moodle log data

TitleUnderstanding collaborative learning behavior from Moodle log data
Authors
KeywordsCollaborative learning
Log analysis
Moodle
Online learning behavior
Wiki
Issue Date2012
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/10494820.asp
Citation
Interactive Learning Environments, 2012, v. 20 n. 5, p. 451-466 How to Cite?
AbstractAlthough course management systems (CMSs) were originally designed for teachers to manage their teaching, little interest has been directed at students' learning. Moodle is usually regarded as a CMS. However, how to make full use of its powerful features and design them into learning tools has rarely been investigated. This study investigates two features, embedded in the Moodle system, wiki and assessment tools, to find out how they are designed to support project-based learning. The theory and rationale for using these two features in learning activities are elaborated. The effects of wiki-supported collaboration, peer grading, and feedback on junior secondary students' enquiries in liberal studies are analyzed using hierarchical multiple regression. One hundred and eighty-six students participated in the study. Working on their own wikis, commenting on the work of peers, and previous performance on the humanities course were found to be significant predictors of liberal study project performance. © 2012 Copyright Taylor and Francis Group, LLC.
Persistent Identifierhttp://hdl.handle.net/10722/137575
ISSN
2015 Impact Factor: 1.175
2015 SCImago Journal Rankings: 0.852
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorLu, Jen_US
dc.contributor.authorLaw, NWYen_US
dc.date.accessioned2011-08-26T14:28:12Z-
dc.date.available2011-08-26T14:28:12Z-
dc.date.issued2012en_US
dc.identifier.citationInteractive Learning Environments, 2012, v. 20 n. 5, p. 451-466en_US
dc.identifier.issn1049-4820en_US
dc.identifier.urihttp://hdl.handle.net/10722/137575-
dc.description.abstractAlthough course management systems (CMSs) were originally designed for teachers to manage their teaching, little interest has been directed at students' learning. Moodle is usually regarded as a CMS. However, how to make full use of its powerful features and design them into learning tools has rarely been investigated. This study investigates two features, embedded in the Moodle system, wiki and assessment tools, to find out how they are designed to support project-based learning. The theory and rationale for using these two features in learning activities are elaborated. The effects of wiki-supported collaboration, peer grading, and feedback on junior secondary students' enquiries in liberal studies are analyzed using hierarchical multiple regression. One hundred and eighty-six students participated in the study. Working on their own wikis, commenting on the work of peers, and previous performance on the humanities course were found to be significant predictors of liberal study project performance. © 2012 Copyright Taylor and Francis Group, LLC.-
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/10494820.aspen_US
dc.relation.ispartofInteractive Learning Environmentsen_US
dc.subjectCollaborative learning-
dc.subjectLog analysis-
dc.subjectMoodle-
dc.subjectOnline learning behavior-
dc.subjectWiki-
dc.titleUnderstanding collaborative learning behavior from Moodle log dataen_US
dc.typeArticleen_US
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1049-4820&volume=&spage=&epage=&date=2011&atitle=Understanding+collaborative+learning+behavior+from+Moodle+log+dataen_US
dc.identifier.emailLu, J: jingyan@hkucc.hku.hken_US
dc.identifier.emailLaw, NWY: nlaw@hku.hken_US
dc.identifier.authorityLu, J=rp00930en_US
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/10494820.2010.529817-
dc.identifier.scopuseid_2-s2.0-84866692511-
dc.identifier.hkuros189320en_US
dc.identifier.volume20-
dc.identifier.issue5-
dc.identifier.spage451-
dc.identifier.epage466-
dc.identifier.isiWOS:000308990700005-
dc.publisher.placeUnited Kingdom-
dc.identifier.citeulike9603831-

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