1,721,134 research outputs found
“Datificazione” e istruzione superiore: verso la costruzione di un quadro competenziale per una rinnovata Digital Scholarship
Get PDFLa “datificazione” di processi e servizi è un fenomeno emergente, che sta creando una nuova forma di digital divide . Le due missioni principali dell'università sono entrate in pieno nelle dinamiche della datificazione a partire dai processi di digitalizzazione che hanno accompagnato la modernizzazione dell'università e più recentemente la pedagogia della pandemia. Il presente articolo si propone di introdurre un framework concettuale che supporti lo sviluppo di aree di data literacy legate all'agire professionale dei docenti nella didattica universitaria. Lo studio si basa su una revisione della letteratura e fa parte di una fase iniziale di un progetto di ricerca più ampio. Vengono quindi analizzati una serie di framework relativi alla data literacy , incluso il framework europeo DigCompEdu. Quest'ultimo viene quindi adottato come base strutturale alla formulazione del quadro di alfabetizzazione ai dati o data literacy, in virtù della sua centralità all'interno delle politiche europee. Il quadro che ne consegue viene discusso alla luce delle strategie di sviluppo professionale utili a configurare scenari di uso, non solo dal punto di vista tecnologico, ma anche etico ed epistemologico, entro una rinnovata Digital Scholarship o professionalità docente nell'era delle tecnologie intelligenti
Apprendere in contesti culturali allargati: processi di internazionalizzazione e formazione dell'identità
No full textThis research affords the problem of definition of learning contexts within liquid society. (Bauman, 2000). Considering the spread phenomenon of geographical and electronic nomadism, that in the particolar case of educational systems shapes practices that imply crossing / broking both simboli and real boundaries (Margiotta, 2006). The question that leads the research theoretical and empirical analysis is: Which is the context in mobile learning processes? In fact, the problem of socio-cultural context in lifelong/lifewide learning society, seems to be determined basically by processes of symbolic construction and deconstruction, according to positioning that individual reaches in his/her own trajectory of lifelong/lifewide learning.
For a theoretical frame of research problem, two research traditions have been considered. In first place, the assumptions and models of cultural contextual approach, taking into account M. Cole (1988, 1996) and his research group’s review of Vygotskij’s main concepts, from cultural psychology and cognitive anthropology. As emerged from this background, social contexts beyond school/academy as narrow/encapsulated context (Engestrom, 1991) has a crucial role in learning processes. Particularly, within this line, the developments of 3rd generation Activity Theory have taken into account (Engestrom, 1987; 2009, funding on Leont’ev, 1978); they introduce the perspective of expansion of socio-cultural contexts of human activity linked to the phenomenon of interconnections among local activity systems in the effort of reach runaway objects, typical of liquid society. Engestrom’s theory is hence considered as to put bases for hypothesize a global context made of local contexts, which we could call “Enlarged Cultural Context”.
In second place, the problem of contexts is hereby explored from the point of view of teaching processes. To this regard, the focus is the operation of ricontextualization of knowledge, from research to teaching, through the teacher’s communication act (Margiotta, 1997, 2003, 2006, 2007). We can observe here the characterization of taught knowledge as entity more or less structured within curriculum –instrument of official planning-, highly contested from critical pedagogy (freire, 1971; McLaren, 1995). Instead of that, liquid society expose to a continuing boundary-crossing, at institutional and geographical level, making possible learning through access to knowledge. Consistently, we find again the need to draw on the concept of enlarged cultural context to understand teaching processes, as remodulation of teacher’s discourse, towards a critical deconstruction of knowledge. Therefore, from the predominance of teacher discourse, within ECC, we move to learning conversation (Laurillard, 1993; Downes, 2009)
The empirical research design that follows the above mentioned theoretical exploration, considers hence a case of internationalization as example to discuss learning contexts, considering that the case refers clearly to the phenomenology of boundaries-crossing introduced former. Hence, the study of the European / Latinamerican teachers’ training programme ALFA-MIFORCAL is presented, being the same structured in three levels: a) organizational-institutional level; b) training model and instructional design processes level; c) discourse analysis of corpora composed by interactions of 4 virtual learning communities –hereby called “first scenery of educational innovation or virtual mobility”-; and of 16 travel diaries –hereby called “second scenery of educational innovation or vital mobility” - . For such a configuration, the research design could be introduced as “micro-case embedded”; in fact, the central thesis “in liquid society, the learning context becomes semantic construction taken ahead by the learner in a process of negotiation of meaning in trajectories of mobility that he/she realizes through several material/symbolic spaces”, have led to the definition of operational questions for fieldwork. Indeed, according to the Grounded Theory approach (Glaser&Strauss, 1967; Strauss&Corbin, 2008) implemented, research questions guide theoretical sampling operations, whereas an hypothesis could rigidly structure the researcher exploration of social/educational problem.
The more relevant results in this research are, in the first level, the visibility of negotiation efforts in order to structure a common international curriculum, that confirm the presence of a mychorrizae structure of several local activity system collaborating in an expanded one, as bases of an enlargement of cultural context.
At micro-level, the analysis of teaching sequences demonstrate the presence of negotiation of meaning within intercultural and interlinguistic groups that leads to enlargement; with regard to this, high interactivity wasn’t a crucial operation, whereas reflection and metacognition, modulated by tutor, takes to overcome cultural clash –the cultural diversity that is in contrast with learners’ personal cultural matrix). Both virtual and vital mobility, expose the individual to these kind of processes, generating, in negotiating and understand diversity, the process of enlarging of cultural context. In detail, at individual level, this can be explained as a process of expansion of own cultural matrix through disembedding (from local to global); embedding (the interaction among symbolic third space provided by the Web and international/intercultural learning community), riembedding (expansion of identity that results in an innovative local practice). These processes are further supported by content analysis made on the whole corpora (forum onlin/learning diary), showing consistently indicators of negotiation and enlargement of cultural context, such as: a) metaphors; b) intertextuality; c) referring to virtual presence as third (symbolic) space of representation of the self.
The above explored elements allow the researcher to conclude that the ECC as pedagogical dispositive can be formulated as a result of a) semantic construction based upon interactions of embedded human activity systems; b) combination of life timelines or heterochrony as phenomenon of personal storytelling combined into situational learning conversations; c) acceptation of multi-memberships; d) shaping of discourse that highlight meaning making processes, like heteroglosia, intertextuality, metaphor; e) crucial role of teacher as moderator of learning conversationLa presente ricerca affronta il problema della definizione dei contesti di apprendimento/formazione nella società liquida (Bauman, 2000). Considerando l’ormai noto nomadismo geografico ed elettronico che nel caso particolare dei sistemi educativi da forma a pratiche che implicano la rottura di confini simbolici e reali (Margiotta, 2006), la domanda che incardina il processo di analisi teorica ed empirica proposto dalla ricerca è: Qual è il contesto nei processi di apprendimento in mobilità? In effetti, il problema del contesto socio-culturale nella società del lifelong/lifewide learning, sembra essere determinato fondamentalmente da processi di costruzione e decostruzione simbolica a seconda dei posizionamenti che l’individuo raggiunge nei propri itinerari di apprendimento lungo l’intero arco della vita ed in tutte le situazioni vitali.
Per l’inquadramento teorico del problema proposto sono state focalizzate due tradizioni di ricerca. In primo luogo, sono stati esplorati gli assunti dei modelli della linea di ricerca cultural contextual, a partire dalla rilettura di Vygotkij realizzata dal gruppo diretto da Cole (1988, 1996; si veda Varisco, 2004), e attraverso i lavori pionieri della psicologia culturale e l’antropologia cognitiva, puntualizzando proprio la possibilità/necessità d’imparare in contesti sociali oltre la scuola come contesto culturale narrow, dove i saperi restano incapsulati (Engestrom, 1991). In particolare, dentro questa linea, sono stati considerati gli sviluppi ultimi della Teoria dell’Attività –TA- di 3za generazione (Engestrom, 1987; 2009, sulla base di Leont’ev, 1978), che indica i processi di espansione dei contesti socio-culturali dell’attività umana in base al fenomeno di interconnessione fra sistemi di attività locali nel tentativo di cogliere oggetti di attività sfuggenti ( “runaway object”), nella società fluida. La teoria di Engestrom pone le basi quindi per ipotizzare un contesto globale da contesti locali, e cioè un “Contesto Culturale Allargato”.
In secondo luogo, il problema del contesto viene esplorato dal punto di vista dei processi di insegnamento. A tale riguardo, il focus risulta essere l’operazione detta di ricontestualizzazione del sapere –dal sapere ricerca al sapere insegnato-, attraverso l’atto comunicativo docente (Margiotta, 1997, 2003, 2006, 2007). Osserviamo la caratterizzazione del sapere insegnato come entità strutturata in maggiore o minore grado attraverso il curricolo, strumento di programmazione ufficiale, altamente contestato sia dalla sociologia che dalla pedagogia critica (Freire, 1971; McLaren, 1995). Mentre invece la società liquida ci espone ad un attraversamento di confini istituzionali e vitali, rendendo possibile l’apprendimento per autonomo accesso alla conoscenza, agli elementi della cultura. In modo convergente, troviamo la necessità di attingere al concetto contesto culturale allargato per i processi di insegnamento, intesi come rimodulazione dell’atto comunicativo docente per una decostruzione critica del sapere, dove si va dalla predominanza del discorso docente alla conversazione formativa (learning conversation) – Laurillard, 1993; Downes, 2009 -.
Il disegno della ricerca empirica che segue alla esplorazione teorica prende quindi in considerazione un caso di internazionalizzazione educativa come ambito per la riflessione sul contesto di apprendimento ricreatosi nell’attraversamento di confini istituzionali. Lo studio di caso del progetto euro latinoamericano di formazione degli insegnanti ALFA-MIFORCAL, è stato strutturato in tre livelli, considerando a) l’aspetto organizzativo-istituzionale del processo di internazionalizzazione, b)la strutturazione del modello formativo e processi di instructional design e c) l’analisi del discorso in 4 comunità virtuali internazionali –primo scenario di innovazione formativa, ovvero della mobilità virtuale-; e l’analisi del racconto autobiografico di formazione in mobilità fisica di 16 corsisti –secondo scenario di innovazione formativa-. Per tale configurazione, il disegno potrebbe essere definito come “micro-casi embedded” nel caso generale del quale tratta la ricerca. La tesi centrale, e cioè che “nella società fluida, il contesto di apprendimento diventa costruzione semantica che chi impara realizza/negozia nelle traiettorie di mobilità che egli intraprende attraverso diversi spazi materiali e simbolici” si è declinata in domande operative per l’analisi sul campo, per il quale è stato usato l’approccio qualitativo della Grounded Theory (Glaser&Strauss, 1967; Strauss & Corbin, 2008) dove l’esplorazione viene orientata da domande di progressiva costruzione concettuale (processo di campionamento teoretico) non venendo formulate ipotesi che strumentalizzano la realtà osservata. I risultati più rilevanti indicano i percorsi di negoziazione degli assetti e del curriculum che consentono di confermare la presenza di un sistema di attività rizomatico o composto da più sottosistemi di attività locali, ponendo le basi per il processo di allargamento del contesto culturale di apprendimento. Nel livello micro, l’analisi delle sequenze didattiche dimostrano la presenza di percorsi di negoziazione del significato in gruppi interculturali ed interlinguistici, dove l’alta interattività non è necessariamente indicatore di allargamento del contesto culturale. Risulta fondante, invece, l’azione riflessiva, meta cognitiva, modulata dal tutor, per la superazione di contraddizioni alle quali espone il cultural clash, e cioè, elemento culturale diverso che contrasta la matrice culturale di appartenenza della persona in situazione di apprendimento. Sia la mobilità virtuale che quella fisica, espongono la persona a questo tipo di processi, generando, nell’atto di negoziare e comprendere la diversità, l’allargamento del contesto. Esso è spiegabile come processo di espansione, a livello identitario, della propria matrice culturale di riferimento, attraverso un fenomeno di disembedding (dal locale al globale), embedding (l’interazione nel terzo spazio simbolico fornito dalla rete e dalla comunità di apprendimento internazionale/interculturale), riembedding (l’espansione dell’identità che risulta in una pratica locale innovativa). Tali processi, stando all’analisi di contenuto realizzato nei suaccennati corpus (forum online / diari di bordo della mobilità), mostrano in modo consistente, come indicatori dei processi di negoziazione del contesto ed allargamento, a) alto numero di metafore; b) insistenza di fenomeni di intertestualità; c) continuo riferimento alla presenza virtuale come terzo spazio simbolico di rappresentazione del sé. Gli elementi esplorati sia a livello teorico che empirico consentono quindi di discutere la configurazione del CCA, come dispositivo formativo che : a) si costruisce attraverso interazioni in sistemi di attività glocal; b) propone la partecipazione nel formulare un tempo formativo di eterocronia -linee di sviluppo temporale dei racconti personali che s’incrociano in conversazioni formative-; c) propone l’accettazione delle multi appartenenze; d) plasma fenomeni discorsivi che indicano la costruzione di significato, come l’eteroglossia, intertestualità, metafora; e) fa diventare essenziali l’atto comunicativo docente come modulatore della conversazione formativa
The students experience on generative AI to develop reflective and argumentative skills in the learning process
No full textReading, understanding and being able to reframe what one reads is one of the basic skills for being an active participant in the world. In recent decades, there has been a growing concern about undergraduates’ poor skills in reframing and articulating their own opinions on a topic. This impacts critical thinking and the ability to express an original point of view. Especially now that the increasingly post-digital reality has complicated the way information and skills are acquired.
In this regard, argumentative maps (AM) can help easier visualization of the structure of a piece of information. They diagram the structure of logical relationships between different utterances and present the chain of reasoning quickly and effectively. The methodology of AM, however, was designed for static text types, but needs to be reconceptualized to deal with increasingly dynamic and data-driven information typical of the post-digital age. Currently, everyone's attention is on the growing use of generative AI and the attempt to integrate it to support learning practices and continuous improvement of individual student performance. The potentials are many, but so are the risks.
Based on this theoretical framework, a two-group quasi-experiment was conducted on the use of AMs to support the understanding of static and multimodal information and the development of critical thinking. In this experiment, ChatGPT, the most widely used generative AI technology, was employed as an intelligent agent with which students could compare their argumentative and communicative interactions.
Our research sample had 10 female students, attending the course of "Educational Evaluation" at the University of Padua (L-19). The course began in February 2023 and ended in June 2023. The class was invited to collaborate with the famous chatbot to compare their response to the activity: specifically, students were asked to read a text and identify the structural components of an argument (problem, thesis, supporting arguments, objections, evidence, and conclusion) and then to collaborate with ChatGPT, proposing the same activity. From there, students were to compare their answers with those of the AI and evaluate their usefulness for their own reworking of the answer.
Data on text comprehension and correct AM construction were collected by semistructured tools and check-lists; data on the perceived role of ChatGPT in personal argumentative processing were collected from posts in the online forum. The students had no prior experience using the chatbot. Initially, they were enthusiastic about the interaction. However, during the other phases of the course, they discovered the AI-powered tool was not specific and required further interactions.
An initial thematic analysis conducted with Nvivo software showed widespread difficulty not only in communicating with the AI, but also in following the reasoning of its responses. A general skepticism was read among the students, especially regarding the possibility of gaining benefits and support from “a person who doesn’t even exist”. In the future, it would be interesting to investigate more nuances of students’ interaction, maybe integrating other uses of ChatGPT. We will present the case with an interactive presentation (Wooclap) and ask the audience to suggest possible lines of action to put into practice, employing ChatGPT or other AIs to support argumentative skills in Higher Education
Per una cultura di qualità: valutazione partecipata e apertura di contenuti generati dagli utenti nella didattica online. For a culture of quality. Partecipatory evaluation and opening towards learners' generated content in online teaching
No full textThe scholastic dropout that invests middle school—and in particular the first two years of upper secondary education—is one of the unsolved issues of our country’s scholastic policy. As far as students between 11 and 16 years of age
are concerned, our education system suffers 20% of students’ dropout, with
peaks of 30% in technical and vocational schools. Therefore, the main question
is how to combat early school leaving in order to ensure effective equality
learning. The problem is to put in place a strategy able to remove the main
causes of dropping out in a short span of time. In fact, with its Lisbon Strategy,
EU requires that, by 2020, the rate of diploma achievement reaches 90%, in
spite of the nowadays rate of 75%. In other words this means 15% less dropouts
in less than 7 years. This is the true ground on which new school policy is supposed
to be measured by putting at the centre of its activities fairness and educational
success of all students in compulsory education. In order to fight early
school leaving the author identifies four lines of action.
La dispersione scolastica che investe la secondaria di primo grado e in particolare
il primo biennio della secondaria superiore, è uno dei nodi non risolti della
politica scolastica del nostro Paese. Tra gli 11 e i 16 anni il nostro sistema di
istruzione disperde oltre il 20% degli studenti con punte del 30% negli istituti
tecnici e professionali. La domanda è: come contrastare la dispersione scolastica
per garantire una effettiva uguaglianza formativa? Il problema è di mettere
in atto una strategia capace di rimuovere le principali cause della dispersione
in un arco di tempo breve. Infatti l’UE ci chiede con la strategia di Lisbona 2020
di portare al diploma oltre il 90% degli studenti contro una media attuale che
è del 75%. Si tratta in altre parole di ridurre in meno di 7 anni oltre 15 punti di
dispersione. Questa è il vero terreno su cui una nuova politica scolastica si
deve misurare ponendo al centro della propria azione l’equità e il successo formativo
di tutti gli studenti in obbligo d’istruzione. L’autore per contrastare la
dispersione individua quattro line di intervento
Building quality of eLearning in higher education: an approach to students’ quality literacy
No full textOur aim in this paper is to show an approach to the quality of education (particularly regarding eLearning in Higher Education) that is based on the development of learning processes and skills supporting stakeholders’ engagement. We introduce the problem of quality of eLearning in Higher Education and the problem of defining quality as universal concept based on outcomes and standards rather than processes and contextualized practices. Furthermore, on the basis of a socio-constructivism, we present the conceptual approach elaborated of mediated quality, where the introduction of mediating artifacts as well as a process of scaffolding regarding quality (in terms of information, practices, and innovation for quality), could lead to the achievement of quality literacy, or the competence to become active participant, insider of educational quality
What does data literacy means for you (as an educator)nowadays?
No full textDespite progress in data literacy frameworks associated with a critical discussion of datafication, educators are still perplexed when it comes to working with these issues in their everyday teaching practice. In part, this is due to the complexity of the data infrastructures that permeate educational practice itself. In this context, it seems particularly appropriate to understand the discursive phenomena, the construction of professional practise and therefore the educators’ positionings around the issues of datafication in general, and the development of critical data literacy, namely, “postdigital positinings”.
This paper proposes a collaborative autoethnographic analysis of the professional experiences of the three authors, as educators.
As women with complex migrant identities, with roots in the Global South and at the same time, bearers of European métisages, our pathways meet at the crossover of an international project in which we develop materials and design educational activities. Our history lies on an intersectional basis that allows us to express rich positionalities, full of examples and resources that can be resounding notes for the construction of agentic educational practices in this field of post-digital forces
Quality teaching matters: perspectives on quality teaching for the modernization of higher education. A position paper
No full textThis position paper attempts to ground the discussion on improving the quality of teaching in
the context of Higher Education (HE) in order to take concrete directions toward what in the scientific
literature is identified as a culture of quality in education. This concept implies an approach
to continuing monitoring, reflection and change toward innovation through main stakeholders’
engagement. The paper will hence briefly introduce the policy context and research
background at international and national level, in order to analyze the opportunities of implementing
a culture of quality regarding teaching at the University of Trento. Furthermore, it will
make a number of recommendations for the concrete implementation of the approach. The
document is hence divided into the following parts:
A first part, introducing the policy context regarding agenda for the modernization of HE in Europe
and at international level. In this context, the issue of quality teaching is focused as key element
towards better quality of Higher Education.
A second part, regarding the importance and forms of innovation in pedagogical approaches in
HIgher Education, as well as the conditions of professional development in academic staff regarding
better teaching.
A third part, consisting on the research carried out by our research unit within the University of
Trento, regarding the issue of quality in Higher Education.
A fourth part is devoted to introduce recommendations for the implementation of concrete
measures and interventions at institutional level
Scholarship of teaching and learning per una didattica universitaria di qualità
No full textThis article introduces the concept of SoTL, taking into consideration its evolution
in the last 25 years within the context of educational research at international level.
Beyond the definitions, it is highlighted the difficult situation regarding actual
practices and concepts of good teaching. This is often linked to traditions of staff
development where research has a higher status with regard to teaching. The article
focuses next the policy context at European, International and Italian level;
within this context, it is evident the urgent need of rethinking the quality of teaching.
Drawing on this situation, we contend that SoTL can have momentum against
the processes of response to crisis and institutional reforms in Higher Education,
for it provides the basis to promote quality teaching (and the role of scholars) as a
key factor of quality and innovation in Higher Education. Finally, it is also pointed
out that there is a long way to go with regard to the implementation of SoTL as
strategy, overcoming reluctance both at European and Italian level
Le mappe argomentative come comparator di feedback interno: un laboratorio per studenti universitari [Argument maps as comparator for internal feedback: a Lab for undergraduate students ]
No full text<p>Il feedback interno è un costrutto divenuto recentemente rilevante per il suo impatto sulla regolazione metacognitiva e affettivo-relazionale, in relazione a diverse skills e contesti formativi. In particolare, il concetto di comparator, ovvero gli strumenti, gli interventi o le risorse che attivano il feedback interno, necessita di approfondimento tramite ricerca empirica. In questo contributo si parte dall’ipotesi che la componente visiva delle mappe argomentative (MA), già legate allo sviluppo di skills argomentative e di pensiero critico, possa essere una fonte generativa di comparazione concreta, permettendo una comprensione facilitata ed una migliore ricostruzione del senso dell’informazione testuale argomentativa. Infatti, le AM diagrammano le relazioni logiche fra i diversi enunciati, permettendo di seguire e di comprendere meglio la catena di ragionamento. Per verificare la suddetta ipotesi, è stato condotto uno studio sperimentale per indagare in che misura un percorso con le AM favorisse gli studenti nell’incremento di: a) feedback interno (FI) associato quindi a b) il livello di competenza di comprensione del testo (CoT) e a c) lo sviluppo di pensiero critico (CT). </p>
<p>Questo record Zenodo presenta i quattro dataset (anonimizzati) raccolti durante la sperimentazione ed adottati per le analisi descrittive ed inferenziali, di cui si presenta una parte nel presente paper. Inoltre, si allega ilo Script R utile alla replica delle analisi. Qualsiasi commento o miglioramento è benvenuto!</p>
<p>=========</p>
<p>ENGLISH</p>
<p>Internal feedback is a construct that become recently relevant for the impact it has on metacognitive and affective-relational regulation, in relation to different skills and learning contexts. In particular, the concept of comparator, i.e. the tools, interventions, or resources that activate internal feedback, requires the support of empirical research. In this contribution, we take as an initial hypothesis that the argument maps’ (AM) visual component, already linked to the development of argumentative and critical thinking skills, could be a generative source of concrete comparison, allowing for a facilitated comprehension and an improvement of the sense-making abilities within argumentative texts. In fact, AMs diagram the logical relationships between different utterances, allowing the learner to keep track and better understand the reasoning chain. To test the above hypothesis, an experimental study was conducted to investigate the extent to which a course with AMs favored students in increasing: a) internal feedback (IF), associated with b) their level of text comprehension (CoT) and hence, c) critical thinking (CT). </p>
<p>This Zenodo record presents the four (anonymised) datasets collected during the experimentation and adopted for the descriptive and inferential analyses, part of which are presented in this paper. Also attached is the R Script useful for replicating the analyses. Any comments or improvements are welcome!</p>Article presented at the 7th Week on Excellence in University teaching, innovation and inclusion. University of Macerata, Macerata, 3-7 October 2022
Dataset on "Argument maps as a proxy for critical thinking development: A Lab for undergraduate students"
No full textArgumentative skills are crucial for any individual at the personal and professional levels. In recent decades, there has been an increasing concern about the weak undergraduates' skills and considerable difficulty in reworking and expressing one's own reflection on a topic. In turn, this has implications for being a critical thinker, able to express an original point of view. Tailored interventions in Higher Education could constitute a powerful approach to promote argumentative skills and extend these skills to professional and personal life. In this regard, argument maps (AM) could prove to be a valuable support to the visualization process of arguments. They don’t just create associations between concepts, but trace the logical relationships between different statements, allowing you to track the reasoning chain and understand it better. We conducted an experimental study to investigate how a path with AM could support students in increasing the level of text comprehension (CoT) competence, in terms of identifying the elements of an argumentative text, and critical thinking (CT), in terms of reconstructing meaning and building their own reflection.
Our preliminary descriptive analysis suggested the positivity of the role of AM in increasing students’ CoT and CT proficiency levels
This Zenodo record follows the full analysis process with R (https://cran.r-project.org/bin/windows/base/ ) composed of the following datasets and script:
1. Comprehension of Text and AMs Results - ExpAM.xlsx
2. Critical Thinking Results - CriThink.xlsx
3. Argumentative skills in Forum - ExpForum.xlsx
4. Selfassessment Results - Dataset_Quest.xlsx
5. Data for Correlation and Regression - Dataset_CorRegr.xlsx
6. Descriptive Statistics - Preliminary Analysis.R
7. Inferential Statistics - Correlation and Regression.R
Any comments or improvements are welcome
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