Applying multimodal learning analytics to examine the immediate and delayed effects of instructor scaffoldings on small groups’ collaborative programming

Applying multimodal learning analytics to examine the immediate and delayed effects of instructor scaffoldings on small groups’ collaborative programming

Abstract Background Instructor scaffolding is proved to be an effective means to improve collaborative learning quality, but empirical research indicates discrepancies about the effect of instructor scaffoldings on collaborative programming. Few studies have used multimodal learning analytics (MMLA)...

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Bibliographic Details
Main Authors: Fan Ouyang, Xinyu Dai, Si Chen
Format: Article
Language:English
Published: SpringerOpen 2022-07-01
Series:International Journal of STEM Education
Subjects:
STEM education
Collaborative programming
Multimodal learning analytics
Collaborative analytics
Primary education
Online Access:https://doi.org/10.1186/s40594-022-00361-z

Internet

https://doi.org/10.1186/s40594-022-00361-z

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