- Award ID(s):
- 1712524
- NSF-PAR ID:
- 10346131
- Editor(s):
- Karunakaran, S.; Higgins, A.
- Date Published:
- Journal Name:
- Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education
- ISSN:
- 2474-9346
- Page Range / eLocation ID:
- 412–419
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Learning analytic methods have been effective for understanding student learning interactions for the purposes of assessment, profiling student behaviour and the effectiveness of interventions.
However, the interpretation of analytics from these diverse data sets are not always grounded in theory and challenges of interpreting student data are further compounded in collaborative inquiry settings, where students work in groups to solve a problem.
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The combination of principal component analysis and qualitative interaction analysis was critical in understanding the nuances of student collaborative inquiry.
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Self‐directed actions in individual investigations are critical steps to collaborative inquiry. However, students may need to be encouraged to engage in these actions.
Clustering student data can inform which scaffolds can be delivered to support both self‐directed learning and collaborative inquiry interactions.
All students can engage in knowledge‐integration discourse, but some students may need more direct support from teachers to achieve this.
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