Madeth May, Sébastien George


This paper presents TrAVis (Tracking Data Analysis and Visualization Tools), a Web-based system, implemented to assist the participants in the learning process in analyzing the tracking data of Computer-Mediated Communication activities. While most of the existing systems in the same genre are exclusively dedicated to the teachers and only a few are accessible by students, TrAVis is objectively designed and built for both teachers and students. TrAVis is a technological solution that enables the students to monitor in real-time the individual or group activity. It is also considered a “reflective tool” that helps students analyze their own activities in relation to those of others. This paper focuses on (a) the visualization of students’ tracking data to enhance self-monitoring process and (b) the experiment we have conducted in an authentic learning situation. It also discusses the feedbacks we received from the students regarding their perception on the usability and utility of TrAVis.


  1. Allen, M., Berkowitz, S., Hunt, S. and Louden, A. (1999). A meta-analysis of the impact of forensics and communication education on critical thinking. Communication Education, 48(1), 18-30.
  2. Berge, Z. and Collins, M. (1995). Computer-Mediated Communication and the Online Classroom in Distance Learning. Computer-Mediated Communication Magazine, 2(4), 6.
  3. Bratitsis, T. and Dimitracopoulou, A. (2005). Data Recording and Usage Interaction Analysis in Asynchronous Discussions: The D.I.A.S. System. Workshop Usage Analysis in Learning Systems. Amsterdam, 9 pages.
  4. Bromme, R., Hesse, F. and Spada, H. (2005). Barriers And Biases In Computer-mediated Knowledge Communication. Springer.
  5. Brooks, C., Panesar, R. and Greer, J. (2006). Awareness and Collaboration in the iHelp Courses Content Management System. Innovative Approaches for Learning and Knowledge Sharing, 34-44.
  6. Chou, S. and Liu, C. (2005). Learning effectiveness in a web-based virtual learning environment: A learner control perspective. Journal of Computer Assisted Learning, 21(1), 65-76.
  7. Dimitracopoulou, A. (2005). State of the Art on Interaction Analysis for Metacognitive Support and Diagnosis. Report JEIRP. D.31.1.1, Kaleidoscope Network of Excellence, pp.6-62.
  8. Donath, J. (2002). A semantic approach to visualizing online conversations. Communications of the ACM, 45(4), 45-49.
  9. Dutton, J., Dutton, M. and Perry, J. (2002). How do online students differ from lecture. Journal of Asynchronous Learning Networks, 6(1), 1-20.
  10. Ford, W. and Wolvin, A. (1993). The differential impact of a basic communication course on perceived communication competencies in class, work, and social contexts. Communication Education, 42(1), 512-233.
  11. Gerosa, M., Pimentel, M., Fuks, H. and Lucena, G. (2004). Analyzing Discourse Structure to Coordinate Educational Forums. Intelligent Tutoring Systems. Alagoas, 262-272.
  12. Gibbs, W., Olexa, V. and Bernas, R. (2006). A Visualization Tool for Managing and Studying Online Communications. International Journal of Educational Technology and Society, 9(3), 232-243.
  13. Groot, R., Drachman, R., Hever, R., Schwarz, B., Hoppe, U., Harrer, A., De Laat, M., Wegerif, R., McLaren, B. and Baurens, B. (2007). Computer Supported Moderation of E-Discussions: the ARGUNAUT Approach. Computer Supported Collaborative Learning. New Jersy, 165-167.
  14. Hallahan, D. P. and Kauffman, J. M. (2000). Exceptional learners: Introduction to special education (8th ed.). Boston: Allyn and Bacon.
  15. Mangenot, F. (2008). La question du scénario de communication dans les interactions pédagogiques en ligne. Colloque JOCAIR, Amiens, 13-26.
  16. Manson, P. (2007). Technology-Enhanced Learning: Supporting Learning in the 21st Century. TechnologyEnhanced Learning, 71, p.3.
  17. May, M., George, S. and Prévôt, P. (2008). A Closer Look at Tracking Human & Computer Interactions in WebBased Communications. International Journal of Interactive Technology and Smart Education, 5(3), 170-188.
  18. May, M., George, S. and Prévôt, P. (2010). TrAVis to Enhance Online Tutoring and Learning Activities: Real Time Visualization of Students Tracking Data. IADIS E-learning. Freiburg, Germany, pp.57-64.
  19. Mazza, R. and Botturi, L. (2007). Monitoring an Online Course with the GISMO Tool: A Case Study. International Journal of of Interactive Learning Research, 18(1), 251-265.
  20. Mazza, R. and Dimitrova, V. (2003). CourseVis: externalising student information to facilitate instructors in distance learning. Artificial Intelligence in Education. Sydney, 279-86.
  21. Metallinos, N. (1992). Cognitive Factors in the Study of Visual Images: Moving Image Recognition Standards. Annual Conference of the International Visual Literacy Association. Pittsburgh.
  22. Morreale, S. and Osborn, M. (2000). Why Communication is Important: A Rationale for the Centrality of a Discipline. Journal of the Association for Communication, 29(1), 1-25.
  23. Pearson, J. and Sessler, C. (1991). Family communication and health: Maintaining marital satisfaction and quality of life. Annual Meeting of the International Communication Association. Chicago.
  24. Scott, P. and Vanoirbeek, C. (2007). TechnologyEnhanced Learning. Technology-Enhanced Learning, 71, 12-13.
  25. Shaul, M. (2007). Assessing online discussion forum participation. International Journal of Information and Communication Technology Education, 3(3), 39-46.

Paper Citation

in Harvard Style

May M. and George S. (2011). USING LEARNING TRACKING DATA TO SUPPORT STUDENTS’ SELF-MONITORING . In Proceedings of the 3rd International Conference on Computer Supported Education - Volume 1: CSEDU, ISBN 978-989-8425-49-2, pages 46-55. DOI: 10.5220/0003307500460055

in Bibtex Style

author={Madeth May and Sébastien George},
booktitle={Proceedings of the 3rd International Conference on Computer Supported Education - Volume 1: CSEDU,},

in EndNote Style

JO - Proceedings of the 3rd International Conference on Computer Supported Education - Volume 1: CSEDU,
SN - 978-989-8425-49-2
AU - May M.
AU - George S.
PY - 2011
SP - 46
EP - 55
DO - 10.5220/0003307500460055