Learning analytics, as a means to visualize learning, has been repeatedly suggested to enhance learners' and teachers' self-reflection in online learning processes. Departing from this notion, we propose a combination of this visual approach to learning analytics with the concept of social presence, thereby acknowledging social aspects of online learning processes that are often overlooked. More specifically, we present the considerations and design of a dedicated dashboard that supports self-reflection by visualizing (social) online learning processes. The approach is based on our belief that visualizing learning by itself does not automatically lead to self-reflection and awareness among students and teachers. Instead, organizers and instructors of learning activities need to be conscious about the social aspects of learning.
when considering the implementation of such systems in a German context.
Dashboards are a frequently used and investigated tool in learning management systems
to visualize learning activities. They consist of dedicated pages or areas within the system
mirroring the personal learning process and thereby contributing to the perception and
reflection of underlying learning processes. [
However, we believe that visualizing learning by itself does not automatically lead to
self-reflection and awareness among students and teachers. Instead, drawing on recent
concepts of online learning, like the CoI or the 3C model, the social dimension of learning
might need to be emphasized more strongly. Accordingly, we argue that organizers and
instructors of learning activities need to be conscious about the social aspects of learning.
Many systems seem to focus on the interaction between the learner and the technology (e.g.
often the Learning Management System wherein the learning activity is hosted and
provided). We propose to extend this approach and to also incorporate the social aspects and
interactions between learners in the visualization of learning, thereby providing a more complete
representation of the underlying learning processes. It is the aim to contribute to the
personalization of a learning environment [
Both concepts, the CoI as well as the 3C model, distinguish between three aspects of
learning. While the CoI model focuses on three kinds of presence, namely teaching
presence (e.g. direct instructions), social presence (e.g. emotional expressions, group cohesion,
open communication) and cognitive presence (e.g. triggering events and exploration) [
Previous research explored a link between social interaction in learning management
systems (LMS) and learners’ social presence. Among others, Hölterhof and Rehm (2016)
combined the results of social network analysis and social presence, in order to determine
learners’ position within a communication network and relating this to their (social)
experiences within the LMS in question. More specifically, the authors were able to unveil
different dimensions of social presence, especially pointing towards positive as well as negative
social emotions. While research often focuses on positive emotions, both sides of
socioemotional awareness of other learners are important for a technology enhanced social
learning process, especially if learning is considered as an inquiry process. [
In order to take into consideration both the course structure on the one hand and social processes within the structures on the other hand, we develop a dashboard based on the afore mentioned 3C-model. 2
Designing a Dashboard to Visualize (Social) Learning
Processes
Departing from the aforementioned considerations and stipulations, we identified a high
potential for a technology based solution to support and raise awareness in the context of
enabling social presence (experiences). Consequently, we are in the process of designing a
learning analytics dashboard, which is envisioned to become a feedback instrument,
supporting learners in self-reflecting their learning progresses. The dashboard is integrated in a
social learning management system based on the content management system (CMS)
Drupal®, which is enriched by numerous features to enable communication and collaboration
between learners and teachers [
In order to enable a possible transfer of the dashboard into other CMS and LMS (e.g. Moodle), the chosen variables and database structure have been constructed to enable this interoperability. “Content” variables
“Construction” variables
“Communication” variables
learning task and person
post (in average) The dashboard will be piloted in the context of two online master study programs at a German University, which are designed as in a blended learning course format. The programs focus on online-learning- periods, which last at least nine weeks and up to twelve weeks in which three weeks form a unity. During this time, participants communicate with each other and engage into learning activities within the applicable LMS. Ultimately, the goal of this instrument is to stimulate course (activity) by enhancing transparency of (social) learning activities at different points in time. After each three-week course unit, students and teachers will be able to voluntarily access the current visualization of what activities took place. This in turn creates an opportunity for all participating actors (e.g. learners and teachers) to self-reflect about their learning behavior. It also relates effective data to previous points in time as well as previous courses. A visual representation of an initial wireframe is provided in Figure 1 below.