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

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• dc.contributor.author Albó, Laia
• dc.contributor.author Beardsley, Marc Yoshimi
• dc.contributor.author Amarasinghe, Ishari
• dc.contributor.author Hernández Leo, Davinia
• dc.date.accessioned 2020-08-31T11:14:58Z
• dc.date.issued 2020
• 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 2020ca
• 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.en
• 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.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: 10.5281/zenodo.1239732
• dc.identifier.doi http://dx.doi.org/10.5281/zenodo.1239732
• dc.identifier.isbn 978-1-7281-6090-0
• dc.identifier.issn 2161-377X
• dc.identifier.uri http://hdl.handle.net/10230/45238
• 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.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 © 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.rights.accessRights info:eu-repo/semantics/openAccess
• dc.subject.keyword Self-explanationsen
• dc.subject.keyword Writing analyticsen
• dc.subject.keyword Coh-Metrixen
• dc.subject.keyword Computer-supported collaborative learningen
• dc.title Individual versus computer-supported collaborative self-explanations: how do their writing analytics differ?
• dc.type info:eu-repo/semantics/conferenceObject
• dc.type.version info:eu-repo/semantics/acceptedVersion