Learning analytics in collaborative learning supported by Slack : From the perspective of engagement

Research output: Journal Publications and Reviews (RGC: 21, 22, 62)21_Publication in refereed journal

14 Scopus Citations
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Author(s)

Detail(s)

Original languageEnglish
Pages (from-to)625-633
Journal / PublicationComputers in Human Behavior
Volume92
Online published13 Aug 2017
Publication statusPublished - Mar 2019
Externally publishedYes

Abstract

IT approach has been gradually applied in collaborative learning groups in higher education nowadays. However, it is still difficult to measure and assess each student's engagement in learning groups. Moreover, how to promote students’ engagement in learning groups is also an important problem. Learning analytics in IT environment helps us understand the whole process of students’ learning in groups, analyze these problems in collaborative learning and find ways to improve group learning effect. We examined the role of Slack in students’ engagement in collaborative learning. Specifically, whether the openness and visibility of each group member's contribution on Slack can promote students’ engagement. Based on the benefits and loss of engagement, we proposed the research model and hypotheses. Surveys (n = 181) were issued online to postgraduate students at different times of a course in China. Data was analysed by SmartPLS. Results show that mutual trust, social influence and reward valence among students can promote their teamwork engagement. Furthermore, teamwork engagement can prompt students’ learning and work satisfaction. However, the moderation role of task complexity between teamwork engagement and personal success (i.e. learning and work satisfaction) is not supported. Theoretical contribution and implications for educational practices are discussed. Research limitations and future research directions are also presented.

Research Area(s)

  • Collaborative learning, Learning analytics, Slack, Social influence, Student engagement