Analysis of Group Online Collaborative Learning Based on Log Data and ICAP

Abstract

The study of cognitive engagement in collaborative learning is increasingly becoming a hot topic in the research field. This study is based on ICAP theory, automatic labeling of data, and a clear definition and analysis of group collaborative learning behavior considering the behavioral transition process of the group. The study was conducted on 69 learners who participated in three online collaborative learning activities over a period of 18 weeks to collect, analyze the behavioral transitions of the learners’ groups, and cluster the collaborative groups to obtain three different learning engagement styles with significant differences in their characteristics. The study shows that the behavioral transition characteristics of the learning groups discovered through the learning log data based on ICAP theory can be used as a reference for the analysis of cognitive input in online learning and the improvement of learning assistance.