Longitudinal Data Analysis of Web Discussions in a Blended Course
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Author
EdMedia + Innovate Learning, Jun 24, 2013 in Victoria, Canada ISBN 978-1-939797-03-2
Abstract
Educational data mining/learning analytics community encourages e-teachers to analyze their course data. However, in our opinion, longitudinal course data analysis has not received the attention it deserves. In this follow-up paper we extend our earlier longitudinal studies of a blended course (from the years 2002-2008), but now emphasis on Web discussions. First, we analyze the postings of 40 students, altogether 588 comments, during the last three years 2009-2011. Our results support the findings of the earlier paper underlining the freedom of the students to choose an own topic in the discussions. Secondly, we analyze the types of student postings during 2009-2011 and compare them to the use in 2004-2006. This reveals interesting insight whether the current "more digital native" students have different Web discussion skills compared to the earlier students. Our results hint that remarkably little change has taken place in the abilities of our students in argumentative discussion.
Citation
Hietala, P. (2013). Longitudinal Data Analysis of Web Discussions in a Blended Course. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 2051-2059). Victoria, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved September 1, 2024 from https://www.learntechlib.org/p/112257.
© 2013 AACE