Undefined socio-affective scenarios in a virtual learning environment a view from learning analytics

Detalhes bibliográficos
Autor(a) principal: Akazaki, Jacqueline Mayumi
Data de Publicação: 2023
Outros Autores: Machado, Letícia Sophia Rocha, Barvinski, Carla Adriana, Torrezzan, Cristina Alba Wildt, Behar, Patrícia Alejandra
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Institucional da UFRGS
Texto Completo: http://hdl.handle.net/10183/259142
Resumo: There is a growing number of virtual courses being offered by Brazilian educational institutions, requiring the development of technological resources and research to assist in the teaching and learning processes in Distance Education (DE). The analysis of the students’ socio-affective profiles in Virtual Learning Environments (VLE) enables possibilities to develop methodologies and/or resources to better understand them. The Social Map (SM) and Affective Map (AM), both features of the Cooperative Learning Network (ROODA in Portuguese), provide inferences and graphic presentations of students’ socioaffective profiles. Thus, this article aims to identify students with Undefined Socio-affective Scenarios in a VLE, based on Learning Analytics (LA). LA is defined as the measurement, collection, and analysis of data. This qualitative and quantitative research approach was carried out based on 10 case studies. The target audience was divided between 77 undergraduate students, 29 graduate students, 27 elderly people, and 86 professors who participated in teaching activities at a Brazilian public university. Data collected from the SM and AM were extracted in order to identify the relationship between these two aspects. The result was 18 Socio-affective Scenarios using LA and the identification of 108 Pedagogical Strategies to contribute to the analysis of students’ learning profiles.
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spelling Akazaki, Jacqueline MayumiMachado, Letícia Sophia RochaBarvinski, Carla AdrianaTorrezzan, Cristina Alba WildtBehar, Patrícia Alejandra2023-06-17T03:38:06Z20231867-5565http://hdl.handle.net/10183/259142001168155There is a growing number of virtual courses being offered by Brazilian educational institutions, requiring the development of technological resources and research to assist in the teaching and learning processes in Distance Education (DE). The analysis of the students’ socio-affective profiles in Virtual Learning Environments (VLE) enables possibilities to develop methodologies and/or resources to better understand them. The Social Map (SM) and Affective Map (AM), both features of the Cooperative Learning Network (ROODA in Portuguese), provide inferences and graphic presentations of students’ socioaffective profiles. Thus, this article aims to identify students with Undefined Socio-affective Scenarios in a VLE, based on Learning Analytics (LA). LA is defined as the measurement, collection, and analysis of data. This qualitative and quantitative research approach was carried out based on 10 case studies. The target audience was divided between 77 undergraduate students, 29 graduate students, 27 elderly people, and 86 professors who participated in teaching activities at a Brazilian public university. Data collected from the SM and AM were extracted in order to identify the relationship between these two aspects. The result was 18 Socio-affective Scenarios using LA and the identification of 108 Pedagogical Strategies to contribute to the analysis of students’ learning profiles.application/pdfengInternational Journal of Advanced Corporate Learning. Austria. Vol. 16, n.2 (2023), p. 1-14Ensino a distânciaLearning analyticsSocio-affective scenariosVirtual learning environmentsUndefined socio-affective scenarios in a virtual learning environment a view from learning analyticsEstrangeiroinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRGSinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSTEXT001168155.pdf.txt001168155.pdf.txtExtracted Texttext/plain42710http://www.lume.ufrgs.br/bitstream/10183/259142/2/001168155.pdf.txt93ea62b1e38839edbef4f848f7c49bb7MD52ORIGINAL001168155.pdfTexto completo (inglês)application/pdf762983http://www.lume.ufrgs.br/bitstream/10183/259142/1/001168155.pdf35077380da6c51852b1afcb4e42993a0MD5110183/2591422024-01-27 06:02:02.470342oai:www.lume.ufrgs.br:10183/259142Repositório de PublicaçõesPUBhttps://lume.ufrgs.br/oai/requestopendoar:2024-01-27T08:02:02Repositório Institucional da UFRGS - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.pt_BR.fl_str_mv Undefined socio-affective scenarios in a virtual learning environment a view from learning analytics
title Undefined socio-affective scenarios in a virtual learning environment a view from learning analytics
spellingShingle Undefined socio-affective scenarios in a virtual learning environment a view from learning analytics
Akazaki, Jacqueline Mayumi
Ensino a distância
Learning analytics
Socio-affective scenarios
Virtual learning environments
title_short Undefined socio-affective scenarios in a virtual learning environment a view from learning analytics
title_full Undefined socio-affective scenarios in a virtual learning environment a view from learning analytics
title_fullStr Undefined socio-affective scenarios in a virtual learning environment a view from learning analytics
title_full_unstemmed Undefined socio-affective scenarios in a virtual learning environment a view from learning analytics
title_sort Undefined socio-affective scenarios in a virtual learning environment a view from learning analytics
author Akazaki, Jacqueline Mayumi
author_facet Akazaki, Jacqueline Mayumi
Machado, Letícia Sophia Rocha
Barvinski, Carla Adriana
Torrezzan, Cristina Alba Wildt
Behar, Patrícia Alejandra
author_role author
author2 Machado, Letícia Sophia Rocha
Barvinski, Carla Adriana
Torrezzan, Cristina Alba Wildt
Behar, Patrícia Alejandra
author2_role author
author
author
author
dc.contributor.author.fl_str_mv Akazaki, Jacqueline Mayumi
Machado, Letícia Sophia Rocha
Barvinski, Carla Adriana
Torrezzan, Cristina Alba Wildt
Behar, Patrícia Alejandra
dc.subject.por.fl_str_mv Ensino a distância
topic Ensino a distância
Learning analytics
Socio-affective scenarios
Virtual learning environments
dc.subject.eng.fl_str_mv Learning analytics
Socio-affective scenarios
Virtual learning environments
description There is a growing number of virtual courses being offered by Brazilian educational institutions, requiring the development of technological resources and research to assist in the teaching and learning processes in Distance Education (DE). The analysis of the students’ socio-affective profiles in Virtual Learning Environments (VLE) enables possibilities to develop methodologies and/or resources to better understand them. The Social Map (SM) and Affective Map (AM), both features of the Cooperative Learning Network (ROODA in Portuguese), provide inferences and graphic presentations of students’ socioaffective profiles. Thus, this article aims to identify students with Undefined Socio-affective Scenarios in a VLE, based on Learning Analytics (LA). LA is defined as the measurement, collection, and analysis of data. This qualitative and quantitative research approach was carried out based on 10 case studies. The target audience was divided between 77 undergraduate students, 29 graduate students, 27 elderly people, and 86 professors who participated in teaching activities at a Brazilian public university. Data collected from the SM and AM were extracted in order to identify the relationship between these two aspects. The result was 18 Socio-affective Scenarios using LA and the identification of 108 Pedagogical Strategies to contribute to the analysis of students’ learning profiles.
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dc.relation.ispartof.pt_BR.fl_str_mv International Journal of Advanced Corporate Learning. Austria. Vol. 16, n.2 (2023), p. 1-14
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