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Understanding Evidence-Based Interventions for Cross-Cultural Group Work: A Learning Analytics Perspective

Mittelmeier, Jenna (2016). Understanding Evidence-Based Interventions for Cross-Cultural Group Work: A Learning Analytics Perspective. In: LAK 16: The 6th International Learning Analytics & Knowledge Conference, 25 29 Apr 2016, Edinburgh, UK, Learning Analytics and Knowledge (LAK) doctoral consortium.

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Abstract

As the numbers of international students worldwide continue to rise, one common challenge is how best to socially integrate diverse groups of students. Indeed, research demonstrates that many students form social and learning relationships with those from the same cultural background, despite benefits of cross-cultural communication. This lack of social cohesion negatively affects students, particularly when it comes to their perceptions of collaborative group work. However, few studies have analysed measurable student behaviours in group work, such as with learning analytics, to determine how culture and existing social networks influence measurable differences in contributions. Similarly, little is known about what evidence-based interventions lead to more equal participation between diverse students. In this research, learning analytics is combined with social network analysis to determine the role of social connections on group work participation, and highlight replicable interventions that can help promote social cohesion in diverse classrooms.

Item Type: Conference or Workshop Item
Extra Information: Doctoral Consortium Paper
Keywords: learning analytics, group work, cross-cultural group work, international students, social integration, social connections
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Research Group: OpenSpace Research Centre (OSRC)
Item ID: 46039
Depositing User: Jenna Mittelmeier
Date Deposited: 15 Apr 2016 14:31
Last Modified: 02 May 2019 10:08
URI: http://oro.open.ac.uk/id/eprint/46039
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