This article concerns the evaluation of the social capital of the European teachers participating in the eTwinning Portal activities, run by European Schoolnet and characterised by more than 160,000 registered teachers from 35 countries, involved in more than 19,000 projects (2010). This evaluation has been performed by using the Social Network Analysis approach.
The authors found that some correlations can be found "between social network analysis measures like degree and betweenness centrality as well as the local clustering coefficient, activity statistics about usage of eTwinning and the quality management of European Schoolnet".
For the analysis of eTwinning network data, three Learning Analytics tools have been developed:
- eVa (eTwinning Network Visualization and Analysis), a network visualization and simple analysis tool.
- CAfe (Competence Analyst for eTwinning), an SNA-based competence management and teachers' self-monitoring tool.
- AHTC (Ad Hoc Transient Communities) services, which involve users into question-answer activities on the eTwinning Portal.
This longitudinal study explores the effects of tracking and monitoring time devoted to learn with a mobile tool, on self-regulated learning. Graduate students (n = 36) from three different online courses used their own mobile devices to track how much time they devoted to learn over a period of four months. Repeated measures of the Online Self-Regulated Learning Questionnaire and Validity and Reliability of Time Management Questionnaire were taken along the course. Our findings reveal positive effects of tracking time on time management skills. Variations in the channel, content and timing of the mobile notifications to foster reflective practice are investigated, and time-logging patterns are described. These results not only provide evidence of the benefits of recording learning time, but also suggest relevant cues on how mobile notifications should be designed and prompted towards self-regulated learning of students in online courses.
SAM (Student Activity Meter) visualizes time spent on learning activities and resource use in online learning environments.
Teacher goals. SAM provides support for the following teacher objectives:
- Awareness for teachers of what and how learners are doing is important to assess learner progress. This is difficult in online and distant courses due to lack of face-to-face communication. SAM provides visual overviews of the time learners spent and the resources they use. Both are good indicators for awareness. The visualizations can be used by teachers to find patterns and spot potential problems.
- Time tracking information allows teachers to assess their initial time estimates with the real time spending of students and find the exercises that consume most time.
- The resource usage can show the popular learning materials and enables resource discovery, through a list of most used or most time spent on resources in SAM.
Table of the Likert scale analysis of the teaching issues and the issues addressed by the tool (IQR=InterQuartile Range):
Table of the Likert scale analysis of usefulness of the visualizations of the CGIAR case study (IQR=InterQuartile Range):
The CGIAR case study shows that SAM contributes to creating awareness for teachers, as evidenced by the survey results. SAM meets the time tracking goal. The resource use can be improved by differentiating internal and online resources. Overall, teachers would like more statistics. SAM’s three visualizations were perceived as useful in the CGIAR case and 18 out of 20 teachers would like to use SAM in their own courses. This confirms that SAM provides useful functionality for teachers.