The Multidimensional Power of Learning Analytics to Support Peer Learning
Peer learning is widely acknowledged as a robust learning strategy that actively involves students in the learning processes and leads to improved learning outcomes. In recent years, the use of Learning Analytics (LA) to empower peer learning has garnered significant attention due to the immense potential of LA in supporting peer learning. However, this research area is still young, and our understanding of how LA supports different dimensions of peer learning is limited. This collection highlights promising research on the use of LA to support peer learning in various dimensions, starting with the study by Chu et al. (2017) uncovering the potential of LA to support students in the peer-tutoring process to enhance their learning performance in the context of mathematics. This is followed by a similar study by Tsuei (2017) using LA to support low-achieving students' learning behaviors in mathematics within the context of peer tutoring.
The next study sheds light on the potential of LA to visualize the engagement level and interaction patterns of geographically dispersed students in an informal learning context using Facebook (Vivakaran & Maraimalai, 2019). Another study employs LA to support group leadership in peer learning through the investigation of students' behavioral patterns and group performance. Similarly, Li et al. (2022) harnessed the potential of LA to unveil intricate interaction patterns among students engaged in connected learning environments.
The next study reveals that LA can be used for algorithmic group formation and group work evaluation, showing the potential to decrease teachers' workload and support peer learning through data-driven group dynamics (Liang et al., 2022). Finally, Wang et al. (2023) demonstrate how LA can be used as a visualization-based analytical dashboard of students' peer feedback performance. This collection is a work in progress and welcomes upcoming relevant studies.
Edited by
Seyyed Kazem Banihashem(Open Universiteit, The Netherlands ([email protected]))
Omid Noroozi(Wageningen University & Research, The Netherlands ([email protected]))
Sponsored by