Individual versus computer-supported collaborative self-explanations: how
do their writing analytics differ?

Albó, Laia; Beardsley, Marc Yoshimi; Amarasinghe, Ishari; Hernández Leo, Davinia

doi:http://dx.doi.org/10.5281/zenodo.1239732

Individual versus computer-supported collaborative self-explanations: how do their writing analytics differ?

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: 10.5281/zenodo.1239732

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.

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