Research Article
Towards Provision of Online Peer Assisted Learning: Understanding the Contemporary Participation Trends
@INPROCEEDINGS{10.1007/978-3-031-06374-9_33, author={Henrick Mwasita and Joel S. Mtebe and Mercy Mbise}, title={Towards Provision of Online Peer Assisted Learning: Understanding the Contemporary Participation Trends}, proceedings={e-Infrastructure and e-Services for Developing Countries. 13th EAI International Conference, AFRICOMM 2021, Zanzibar, Tanzania, December 1-3, 2021, Proceedings}, proceedings_a={AFRICOMM}, year={2022}, month={5}, keywords={eLearning Machine learning Learning support Education Learning Management System (LMS) Educational data mining Autonomous learning support}, doi={10.1007/978-3-031-06374-9_33} }- Henrick Mwasita
Joel S. Mtebe
Mercy Mbise
Year: 2022
Towards Provision of Online Peer Assisted Learning: Understanding the Contemporary Participation Trends
AFRICOMM
Springer
DOI: 10.1007/978-3-031-06374-9_33
Abstract
Although learning materials for eLearning platforms are keenly developed, learner support has remained unreliable. Mainly, the focus has been on managing and easily delivering learning resources to learners. The aim of this study was to thoroughly analyze the participation trends of both teachers and students from one of the deployed learning management systems (LMS). To accomplish this objective, activities logfile from Halostudy LMS implemented for secondary schools in Tanzania for the period of 11 months were extracted and analyzed. The study found that learning support is not always evident as it is entirely reliant on subject teachers who were found to be not actively using the system. Drawing on reflection of this finding, this study provides analytical commentary on the consequences of relying on subject teachers for the provision of learning support. With this understanding, future work will look at the use of machine learning techniques to facilitate automatic recommendation and pairing of potential peers to students facing challenges in their learning.
