View in EDS

Monitoring Collaborative Interactions in Online Learning: Insights from Moodle Log Records

Saved in:
Bibliographic Details
Title: Monitoring Collaborative Interactions in Online Learning: Insights from Moodle Log Records
Language: English
Authors: Anuradha Peramunugamage (ORCID 0000-0003-4769-6503), Uditha W. Ratnayake (ORCID 0000-0002-2178-9261), Shironica P. Karunanayaka (ORCID 0000-0003-1995-8828), Ellen Francine Barbosa (ORCID 0000-0003-3275-2293), William Simão de Deus (ORCID 0000-0001-7540-3742), Chulantha L. Jayawardena (ORCID 0000-0001-5589-349X), R. K. J. de Silva (ORCID 0000-0001-9941-8711)
Source: Journal of Learning for Development. 2025 12(2):290-312.
Availability: Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org
Peer Reviewed: Y
Page Count: 23
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Cooperative Learning, Interaction, Electronic Learning, Learning Management Systems, Learning Analytics, Computer Mediated Communication, Assignments, Workshops, College Students, Academic Achievement, Learning Activities
ISSN: 2311-1550
Abstract: Interactions among students in online learning environments are difficult to monitor but can be crucial for their academic performance. Moodle is one of the best and most popular online learning platforms, where its log records can reveal important information on students' engagement and the respective performance. This study examines the degree of student participation and performance in online collaborative content creation activities, based on three iterative testing cycles: systematically designed Moodle forum discussions, group assignments, Wikis and Moodle workshops, specifically to obtain peer feedback. The abovementioned collaborative Moodle content creation and corresponding log record analysis was executed for four modules conducted at two higher education institutions from Sri Lanka and Brazil. Regression analysis on log records and student performance on four modules indicated a positive correlation, with R2 values between 26% and 43.8%. A significant amount of data which remained unexplained were subjected to the Vector Space Model (VSM) data mining algorithm to uncover in-depth information. The results, indicating substantial influence on student performance by participation in online collaborative activities, provided vital insights into necessary improvements on instructional design. Accordingly, promoting productive student interactions could be significant in online learning environments, and the findings of this study underscore the importance of utilising the learning analytics data driven approaches to elevate student performance.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1480621
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1480621
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1480621
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Monitoring Collaborative Interactions in Online Learning: Insights from Moodle Log Records
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Anuradha+Peramunugamage%22">Anuradha Peramunugamage</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4769-6503">0000-0003-4769-6503</externalLink>)<br /><searchLink fieldCode="AR" term="%22Uditha+W%2E+Ratnayake%22">Uditha W. Ratnayake</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2178-9261">0000-0002-2178-9261</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shironica+P%2E+Karunanayaka%22">Shironica P. Karunanayaka</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1995-8828">0000-0003-1995-8828</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ellen+Francine+Barbosa%22">Ellen Francine Barbosa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3275-2293">0000-0003-3275-2293</externalLink>)<br /><searchLink fieldCode="AR" term="%22William+Simão+de+Deus%22">William Simão de Deus</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7540-3742">0000-0001-7540-3742</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chulantha+L%2E+Jayawardena%22">Chulantha L. Jayawardena</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5589-349X">0000-0001-5589-349X</externalLink>)<br /><searchLink fieldCode="AR" term="%22R%2E+K%2E+J%2E+de+Silva%22">R. K. J. de Silva</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9941-8711">0000-0001-9941-8711</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Learning+for+Development%22"><i>Journal of Learning for Development</i></searchLink>. 2025 12(2):290-312.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 23
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Management+Systems%22">Learning Management Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Analytics%22">Learning Analytics</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Assignments%22">Assignments</searchLink><br /><searchLink fieldCode="DE" term="%22Workshops%22">Workshops</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2311-1550
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Interactions among students in online learning environments are difficult to monitor but can be crucial for their academic performance. Moodle is one of the best and most popular online learning platforms, where its log records can reveal important information on students' engagement and the respective performance. This study examines the degree of student participation and performance in online collaborative content creation activities, based on three iterative testing cycles: systematically designed Moodle forum discussions, group assignments, Wikis and Moodle workshops, specifically to obtain peer feedback. The abovementioned collaborative Moodle content creation and corresponding log record analysis was executed for four modules conducted at two higher education institutions from Sri Lanka and Brazil. Regression analysis on log records and student performance on four modules indicated a positive correlation, with R2 values between 26% and 43.8%. A significant amount of data which remained unexplained were subjected to the Vector Space Model (VSM) data mining algorithm to uncover in-depth information. The results, indicating substantial influence on student performance by participation in online collaborative activities, provided vital insights into necessary improvements on instructional design. Accordingly, promoting productive student interactions could be significant in online learning environments, and the findings of this study underscore the importance of utilising the learning analytics data driven approaches to elevate student performance.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1480621
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1480621
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 290
    Subjects:
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Learning Management Systems
        Type: general
      – SubjectFull: Learning Analytics
        Type: general
      – SubjectFull: Computer Mediated Communication
        Type: general
      – SubjectFull: Assignments
        Type: general
      – SubjectFull: Workshops
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Learning Activities
        Type: general
    Titles:
      – TitleFull: Monitoring Collaborative Interactions in Online Learning: Insights from Moodle Log Records
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Anuradha Peramunugamage
      – PersonEntity:
          Name:
            NameFull: Uditha W. Ratnayake
      – PersonEntity:
          Name:
            NameFull: Shironica P. Karunanayaka
      – PersonEntity:
          Name:
            NameFull: Ellen Francine Barbosa
      – PersonEntity:
          Name:
            NameFull: William Simão de Deus
      – PersonEntity:
          Name:
            NameFull: Chulantha L. Jayawardena
      – PersonEntity:
          Name:
            NameFull: R. K. J. de Silva
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 2311-1550
          Numbering:
            – Type: volume
              Value: 12
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal of Learning for Development
              Type: main
ResultId 1