View in EDS PDF Full Text

Learning analytics of humanities course: reader profiles in critical reading activity.

Saved in:
Bibliographic Details
Title: Learning analytics of humanities course: reader profiles in critical reading activity.
Authors: Majumdar, Rwitajit1 (AUTHOR) dr.rwito@gmail.com, Bakilapadavu, Geetha2 (AUTHOR), Majumder, Reek3 (AUTHOR), Chen, Mei-Rong Alice4 (AUTHOR), Flanagan, Brendan1 (AUTHOR), Ogata, Hiroaki1 (AUTHOR)
Source: Research & Practice in Technology Enhanced Learning. 8/3/2021, Vol. 16 Issue 1, p1-18. 18p.
Subject Terms: *Interactive learning, *Electronic books, *Learning, *Classroom environment, *Reading, Record stores, Virtual communities
Abstract: This study investigates learner's reading behaviors in a critical reading task in humanities course using learning analytics techniques. A Critical Analysis of Literature and Cinema course was selected as a context. The course activities evolved over 10 years, and for this instance, some face-to-face classroom critical reading activities were migrated to online mode by using BookRoll, a learning analytics enhanced eBook platform. Students (n=22 out of the 50 registered) accessed Hayavadana, an Indian play uploaded on BookRoll, and attempted to identify performative elements and cultural references in the text and highlight them. In this study, we analyze learner's reading logs gathered in the learning record store linked to BookRoll during that activity. We extend our previous work where we identify four online reading profiles: effortful, strategic, wanderers, and check-out, based on learner's clickstream interactions and time spent with the content. We validate the profiles with qualitative interview data collected from the learners and illustrate the quantified learning behaviors of each of those profiles based on an engagement metric. Our work aims to initiate further discussion related to the application of learning analytics in humanities courses both to probe into the learning behaviors of the students and thereby enhance the experiences with the use of interactive learning environments and data-driven services. [ABSTRACT FROM AUTHOR]
Copyright of Research & Practice in Technology Enhanced Learning is the property of Asia-Pacific Society for Computers in Education (APSCE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:This study investigates learner's reading behaviors in a critical reading task in humanities course using learning analytics techniques. A Critical Analysis of Literature and Cinema course was selected as a context. The course activities evolved over 10 years, and for this instance, some face-to-face classroom critical reading activities were migrated to online mode by using BookRoll, a learning analytics enhanced eBook platform. Students (n=22 out of the 50 registered) accessed Hayavadana, an Indian play uploaded on BookRoll, and attempted to identify performative elements and cultural references in the text and highlight them. In this study, we analyze learner's reading logs gathered in the learning record store linked to BookRoll during that activity. We extend our previous work where we identify four online reading profiles: effortful, strategic, wanderers, and check-out, based on learner's clickstream interactions and time spent with the content. We validate the profiles with qualitative interview data collected from the learners and illustrate the quantified learning behaviors of each of those profiles based on an engagement metric. Our work aims to initiate further discussion related to the application of learning analytics in humanities courses both to probe into the learning behaviors of the students and thereby enhance the experiences with the use of interactive learning environments and data-driven services. [ABSTRACT FROM AUTHOR]
ISSN:17932068
DOI:10.1186/s41039-021-00164-w