dc.contributor.author |
Albó, Laia |
dc.contributor.author |
Beardsley, Marc |
dc.contributor.author |
Amarasinghe, Ishari |
dc.contributor.author |
Hernández Leo, Davinia |
dc.date.accessioned |
2020-08-31T11:14:58Z |
dc.date.issued |
2020 |
dc.identifier.citation |
Albó L, Beardsley M, Amarasinghe I, Hernández-Leo D. Individual versus computer-supported collaborative self-explanations: how
do their writing analytics differ?. In: ICALT 2020 International Conference on Advanced Learning Technologies and Technology-enhanced Learning; 2020 Jul 6-9; Tartu, Estonia. New York: IEEE; 2020. p. 132-4. DOI: 10.1109/ICALT49669.2020.00046 |
dc.identifier.isbn |
978-1-7281-6090-0 |
dc.identifier.issn |
2161-377X |
dc.identifier.uri |
http://hdl.handle.net/10230/45238 |
dc.description |
Comunicació presentada a: ICALT 2020 International Conference on Advanced Learning Technologies and Technology-enhanced Learning, organitzada a Tartu, Estònia, del 6 al 9 de juliol de 2020 |
dc.description.abstract |
Researchers have demonstrated the effectiveness of self-explanations (SE) as an instructional practice and study strategy. However, there is a lack of work studying the characteristics of SE responses prompted by collaborative activities. In this paper, we use writing analytics to investigate differences between SE text responses resulting from individual versus collaborative learning activities. A Coh-Metrix analysis suggests that students in the collaborative SE activity demonstrated a higher level of comprehension. Future research should explore how writing analytics can be incorporated into CSCL systems to support student performance of SE activities. |
dc.description.sponsorship |
This work has been partially funded by the EU Regional Development Fund, Erasmus +, and the National Research Agency of the Spanish Ministry of Science, Innovation and Universities under project grants TIN2017-85179-C3-3-R, 2017-1-ES01-KA201-038220, RED2018-102725-T, and the UPF PlaClik program. D. Hernández-Leo acknowledges the support by ICREA under the ICREA Academia programme. |
dc.format.mimetype |
application/pdf |
dc.language.iso |
eng |
dc.publisher |
Institute of Electrical and Electronics Engineers (IEEE) |
dc.relation.ispartof |
ICALT 2020 International Conference on Advanced Learning Technologies and Technology-enhanced Learning; 2020 Jul 6-9; Tartu, Estonia. New York: IEEE; 2020. p. 132-4. |
dc.rights |
© 2020 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works. http://dx.doi.org/10.1109/ICALT49669.2020.00046 |
dc.title |
Individual versus computer-supported collaborative self-explanations: how
do their writing analytics differ? |
dc.type |
info:eu-repo/semantics/conferenceObject |
dc.identifier.doi |
http://dx.doi.org/10.1109/ICALT49669.2020.00046 |
dc.subject.keyword |
Self-explanations |
dc.subject.keyword |
Writing analytics |
dc.subject.keyword |
Coh-Metrix |
dc.subject.keyword |
Computer-supported collaborative learning |
dc.relation.projectID |
info:eu-repo/grantAgreement/ES/2PE/TIN2017-85179-C3-3-R |
dc.relation.projectID |
info:eu-repo/grantAgreement/ES/2PE/RED2018-102725-T |
dc.rights.accessRights |
info:eu-repo/semantics/openAccess |
dc.type.version |
info:eu-repo/semantics/acceptedVersion |