Effects of a learning analytics‐based real‐time feedback approach on knowledge elaboration, knowledge convergence, interactive relationships and group performance in CSCL

Learning analytics (LA) has been widely adopted in research on education. However, most studies in the area have conducted LA after computer‐supported collaborative learning (CSCL) activities rather than during CSCL. To address this problem, this study proposed a LA‐based real‐time feedback approach...

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