Implementing learning analytics in wiki-supported collaborative learning in secondary education: A framework-motivated empirical study

Abstract

Learning analytics (LA) and group awareness tools are regarded as top priorities for research in the field of computer-supported collaborative learning. As such, this study investigated whether LA-enabled group awareness information facilitates wiki-supported collaborative learning in secondary education. We proposed an analytic framework of measures for assessing collaboration quality in a wiki-based collaborative learning environment, covering student contribution, participation, transactivity, and social dynamics. Based on this framework, we designed an LA-enabled group awareness tool, Wikiglass, for use by both teachers and students in K-12 schools for visualizing statistics of students’ input and interactions on wikis at the class, group, and individual levels. Adopting a naturalistic design, this study allowed teachers and students to decide whether and how often to use the tool. System logs from wikis and Wikiglass and interview data were collected from 440 students and six teachers involved in semester-long wiki-supported group inquiry projects in a secondary school. Regression analyses of quantitative data and thematic content analysis of interview responses showed relationships between the frequencies of teachers’ and students’ use of Wikiglass and measures of students’ collaboration quality at both the individual and group levels. These results indicate that teachers’ scaffolding, students’ collaboration styles, and ethical issues must all be considered when implementing collaborative learning approaches for secondary education. We also discuss the implications of our results for research and practice in the application of LA and group awareness tools for enhancing wiki-supported collaborative learning in K-12 education.