{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,10,10]],"date-time":"2025-10-10T02:02:56Z","timestamp":1760061776420,"version":"3.41.2"},"reference-count":33,"publisher":"Emerald","issue":"1","license":[{"start":{"date-parts":[[2011,4,19]],"date-time":"2011-04-19T00:00:00Z","timestamp":1303171200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2011,4,19]]},"abstract":"<jats:sec><jats:title content-type=\"abstract-heading\">Purpose<\/jats:title><jats:p>This paper presents a part of our research work that places an emphasis on Tracking Data Analysis and Visualization (TrAVis) tools, a web\u2010based system, designed to enhance online tutoring and learning activities, supported by computer\u2010mediated communication (CMC) tools. TrAVis is particularly dedicated to assist both tutors and students in the task of exploiting tracking data of communication activities throughout the learning process. This paper focuses on the technical aspects of TrAVis, the visualization of students' tracking data and the experiment we have conducted in an authentic learning situation.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Design\/methodology\/approach<\/jats:title><jats:p>A mixture of iterative and participative approaches has been adopted for the design of TrAVis. Different versions of TrAVis were built during the progress of our research. The major changes in each build have particularly involved the conceptual design of data indicators of students' activities and the visualization techniques of the data indicators. Both case studies and experiments have been made to evaluate TrAVis.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Findings<\/jats:title><jats:p>This paper demonstrates how TrAVis provides a new experience in visualizing and analyzing students' tracking data. While it shows the originality and novelty of the system, it also reveals the potential benefits of TrAVis to both tutors and students in their online tutoring and learning activities.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Research limitations\/implications<\/jats:title><jats:p>The result from the experiment is not sufficient to evaluate some specific aspects of TrAVis. As a matter of fact, the lack of user's feedback did not enable us to justify whether or not the proposed data indicators would be actually used by the users.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Practical implications<\/jats:title><jats:p>The data indicators shown in this paper are computed based on the real needs of the participants in the learning process. Online questionnaires were used and face\u2010to\u2010face interviews have been made to study the needs of the users throughout this research work.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Originality\/value<\/jats:title><jats:p>One of the particularities of this research is the proposed system, TrAVis, objectively designed to better support the tutors in the tasks of monitoring and evaluating students on CMC tools. Plus, TrAVis is distinguished from the existing systems by its capacity in computing substantial data indicators, allowing the tutors to efficiently visualize and analyze both the process and the product of students' activities.<\/jats:p><\/jats:sec>","DOI":"10.1108\/17415651111125513","type":"journal-article","created":{"date-parts":[[2011,5,21]],"date-time":"2011-05-21T07:05:18Z","timestamp":1305961518000},"page":"52-69","source":"Crossref","is-referenced-by-count":16,"title":["TrAVis to enhance online tutoring and learning activities"],"prefix":"10.1108","volume":"8","author":[{"given":"Madeth","family":"May","sequence":"first","affiliation":[]},{"given":"S\u00e9bastien","family":"George","sequence":"additional","affiliation":[]},{"given":"Patrick","family":"Pr\u00e9v\u00f4t","sequence":"additional","affiliation":[]}],"member":"140","reference":[{"key":"key2022031619560927100_b1","doi-asserted-by":"crossref","unstructured":"Allen, M., Berkowitz, S., Hunt, S. and Louden, A. (1999), \u201cA meta\u2010analysis of the impact of forensics and communication education on critical thinking\u201d, Communication Education, Vol. 48 No. 1, pp. 18\u201030.","DOI":"10.1080\/03634529909379149"},{"key":"key2022031619560927100_b2","unstructured":"Berge, Z. and Collins, M. (1995), \u201cComputer\u2010mediated communication and the online classroom in distance learning\u201d, Computer\u2010Mediated Communication Magazine, Vol. 2 No. 4, p. 6."},{"key":"key2022031619560927100_b3","unstructured":"Bratitsis, T. and Dimitracopoulou, A. (2005), \u201cData recording and usage interaction analysis in asynchronous discussions: the D.I.A.S. system\u201d, Proceedings of the 12th International Conference on Artificial Intelligence in Education AIED, Workshop Usage Analysis in Learning Systems, Amsterdam, The Netherlands, p. 9."},{"key":"key2022031619560927100_b4","doi-asserted-by":"crossref","unstructured":"Bromme, R., Hesse, F. and Spada, H. (2005), Barriers and Biases in Computer\u2010mediated Knowledge Communication, Springer, New York, NY.","DOI":"10.1007\/b105100"},{"key":"key2022031619560927100_b5","doi-asserted-by":"crossref","unstructured":"Brooks, C., Panesar, R. and Greer, J. (2006), \u201cAwareness and collaboration in the iHelp courses content management system\u201d, EC\u2010TEL: First European Conference on Technology Enhanced Learning Innovative Approaches for Learning and Knowledge Sharing, Crete, pp. 34\u201044.","DOI":"10.1007\/11876663_5"},{"key":"key2022031619560927100_b6","doi-asserted-by":"crossref","unstructured":"Carr, S. and Punzo, R. (1993), \u201cThe effects of self\u2010monitoring of academic accuracy and productivity on the performance of students with behavioral disorders\u201d, Behavior Disorders, Vol. 18 No. 4, pp. 241\u201050.","DOI":"10.1177\/019874299301800401"},{"key":"key2022031619560927100_b7","doi-asserted-by":"crossref","unstructured":"Chou, S. and Liu, C. (2005), \u201cLearning effectiveness in a web\u2010based virtual learning environment: a learner control perspective\u201d, Journal of Computer Assisted Learning, Vol. 21 No. 1, pp. 65\u201076.","DOI":"10.1111\/j.1365-2729.2005.00114.x"},{"key":"key2022031619560927100_b17","doi-asserted-by":"crossref","unstructured":"De Groot, R., Drachman, R., Hever, R., Schwarz, B., Hoppe, U., Harrer, A., De Laat, M., Wegerif, R., McLaren, B. and Baurens, B. (2007), \u201cComputer supported moderation of e\u2010discussions: the ARGUNAUT approach\u201d, International Conference of Computer Supported Collaborative Learning, New Brunswick, NJ, pp. 165\u20107.","DOI":"10.3115\/1599600.1599632"},{"key":"key2022031619560927100_b8","unstructured":"Despr\u00e9s, C. (2003), \u201cSynchronous tutoring in distance learning\u201d, Conference Artificial Intelligence in Education. Sydney, pp. 271\u20108."},{"key":"key2022031619560927100_b9","unstructured":"Dimitracopoulou, A. (2005), \u201cState of the art of interaction analysis for metacognitive support and diagnosis\u201d, Working Paper (Report JEIRP. D.31.1.1, Kaleidoscope Network of Excellence), pp. 6\u201062."},{"key":"key2022031619560927100_b10","doi-asserted-by":"crossref","unstructured":"Donath, J. (2002), \u201cA semantic approach to visualizing online conversations\u201d, Communications of the ACM, Vol. 45 No. 4, pp. 45\u20109.","DOI":"10.1145\/505248.505271"},{"key":"key2022031619560927100_b11","doi-asserted-by":"crossref","unstructured":"Dutton, J., Dutton, M. and Perry, J. (2002), \u201cHow do online students differ from lecture\u201d, Journal of Asynchronous Learning Networks, Vol. 6 No. 1, pp. 1\u201020.","DOI":"10.24059\/olj.v6i1.1869"},{"key":"key2022031619560927100_b12","doi-asserted-by":"crossref","unstructured":"Dyke, G., Lund, K. and Girardot, J. (2009), \u201cTatiana: an environment to support the CSCL analysis process\u201d, Computer Supported Collaborative Learning (CSCL), Rhodes, pp. 58\u201067, available at: www.emse.fr\/\u223cdyke\/cscl2009\u2010dyke\u2010lund\u2010girardot_final.pdf (accessed December 18, 2010).","DOI":"10.3115\/1600053.1600062"},{"key":"key2022031619560927100_b13","doi-asserted-by":"crossref","unstructured":"Ford, W. and Wolvin, A. (1993), \u201cThe differential impact of a basic communication course on perceived communication competencies in class, work, and social contexts\u201d, Communication Education, Vol. 42 No. 1, pp. 233\u2010512.","DOI":"10.1080\/03634529309378929"},{"key":"key2022031619560927100_b14","doi-asserted-by":"crossref","unstructured":"Gerosa, M., Pimentel, M., Fuks, H. and Lucena, G. (2004), \u201cAnalyzing discourse structure to coordinate educational forums\u201d, The 7th International Conference on Intelligent Tutoring Systems, Macei\u00f2, pp. 262\u201072.","DOI":"10.1007\/978-3-540-30139-4_25"},{"key":"key2022031619560927100_b15","unstructured":"Gibbs, W., Olexa, V. and Bernas, R. (2006), \u201cA visualization tool for managing and studying online communications\u201d, International Journal of Educational Technology & Society, Vol. 9 No. 3, pp. 232\u201043."},{"key":"key2022031619560927100_b18","unstructured":"Hallahan, D. and Kauffman, J. (2000), Exceptional Learners: Introduction to Special Education, Allyn and Bacon, Boston, MA."},{"key":"key2022031619560927100_b19","unstructured":"Hardy, J., Antonioletti, M. and Bates, S. (2004), \u201cE\u2010learner tracking: tools for discovering learner behavior\u201d, IASTED International Conference on Web\u2010Based Education, Innsbruk, pp. 458\u201063."},{"key":"key2022031619560927100_b20","unstructured":"Jermann, P., Soller, A. and Muehlenbrock, M. (2001), \u201cFrom mirroring to guiding: a review of state of the art technology for supporting collaborative learning\u201d, Proceedings of the First European Conference on Computer\u2010Supported Collaborative Learning, Maastricht, The Netherlands, pp. 324\u201031."},{"key":"key2022031619560927100_b21","doi-asserted-by":"crossref","unstructured":"Komis, V., Avouris, N. and Fidas, C. (2002), \u201cComputer\u2010supported collaborative concept mapping: study of synchronous peer interaction\u201d, Education and Information Technologies, Vol. 7 No. 2, pp. 69\u2010188.","DOI":"10.1023\/A:1020309927987"},{"key":"key2022031619560927100_b22","unstructured":"Liu, Y. (2002), \u201cWhat does research say about the nature of computer\u2010mediated communication: task\u2010oriented, social\u2010emotion\u2010oriented, or both?\u201d, Electronic Journal of Sociology, Vol. 6 No. 1, pp. 1\u201024."},{"key":"key2022031619560927100_b23","unstructured":"Mangenot, F. (2008), \u201cLa question du sc\u00e9nario de communication dans les interactions p\u00e9dagogiques en ligne\u201d, Colloque JOCAIR: Journ\u00e9es Communication et Apprentissage Instrument\u00e9s en R\u00e9seau, Amiens, pp. 13\u201026."},{"key":"key2022031619560927100_b24","unstructured":"Manson, P. (2007), \u201cTechnology\u2010enhanced learning: supporting learning in the 21st century\u201d, Technology\u2010Enhanced Learning, Vol. 71, p. 3."},{"key":"key2022031619560927100_b25","doi-asserted-by":"crossref","unstructured":"May, M., George, S. and Pr\u00e9v\u00f4t, P. (2008), \u201cA closer look at tracking human & computer interactions in web\u2010based communications\u201d, Journal of Interactive Technology and Smart Education, Vol. 5 No. 3, pp. 170\u201088.","DOI":"10.1108\/17415650810908258"},{"key":"key2022031619560927100_b26","unstructured":"Mazza, R. and Botturi, L. (2007), \u201cMonitoring an online course with the GISMO tool: a case study\u201d, International Journal of Interactive Learning Research, Vol. 18 No. 1, pp. 251\u201065."},{"key":"key2022031619560927100_b27","unstructured":"Mazza, R. and Dimitrova, V. (2003), \u201cCourseVis: externalising student information to facilitate instructors in distance learning\u201d, International Conference in Artificial Intelligence in Education, Sydney, pp. 279\u201086."},{"key":"key2022031619560927100_b28","unstructured":"Metallinos, N. (1992), \u201cCognitive factors in the study of visual images: moving image recognition standards\u201d, Annual Conference of the International Visual Literacy Association. Pittsburgh, PA, p. 41."},{"key":"key2022031619560927100_b29","unstructured":"Morreale, S. and Osborn, M. (2000), \u201cWhy communication is important: a rationale for the centrality of a discipline\u201d, Journal of the Association for Communication, Vol. 29 No. 1, pp. 1\u201025."},{"key":"key2022031619560927100_b30","unstructured":"Pearson, J. and Sessler, C. (1991), \u201cFamily communication and health: maintaining marital satisfaction and quality of life\u201d, Annual Meeting of the International Communication Association, Chicago, IL, p. 30."},{"key":"key2022031619560927100_b31","unstructured":"Scott, P. and Vanoirbeek, C. (2007), \u201cTechnology\u2010enhanced learning\u201d, Technology\u2010Enhanced Learning, Vol. 71, pp. 12\u201013."},{"key":"key2022031619560927100_b32","doi-asserted-by":"crossref","unstructured":"Shaul, M. (2007), \u201cAssessing online discussion forum participation\u201d, International Journal of Information and Communication Technology Education, Vol. 3 No. 3, pp. 39\u201046.","DOI":"10.4018\/jicte.2007070104"},{"key":"key2022031619560927100_b33","doi-asserted-by":"crossref","unstructured":"Trammel, D., Schloss, P. and Alper, S. (1994), \u201cUsing self\u2010recording, evaluation, and graphing to increase completion of homework assignments\u201d, Journal of Learning Disabilities, Vol. 27 No. 2, pp. 75\u201081.","DOI":"10.1177\/002221949402700202"},{"key":"key2022031619560927100_frd1","unstructured":"Grace, W. (1996), \u201cValues, vision, voice, virtue: the 4 \u2018V\u2019 model for ethical leadership development\u201d, Annual International Conference of the National Community College Chair Academy, Phoenix, AZ, p. 12."}],"container-title":["Interactive Technology and Smart Education"],"original-title":[],"language":"en","link":[{"URL":"http:\/\/www.emeraldinsight.com\/doi\/full-xml\/10.1108\/17415651111125513","content-type":"unspecified","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/www.emerald.com\/insight\/content\/doi\/10.1108\/17415651111125513\/full\/xml","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/www.emerald.com\/insight\/content\/doi\/10.1108\/17415651111125513\/full\/html","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,7,25]],"date-time":"2025-07-25T00:21:33Z","timestamp":1753402893000},"score":1,"resource":{"primary":{"URL":"http:\/\/www.emerald.com\/itse\/article\/8\/1\/52-69\/180428"}},"subtitle":["Real\u2010time visualization of students tracking data"],"short-title":[],"issued":{"date-parts":[[2011,4,19]]},"references-count":33,"journal-issue":{"issue":"1","published-print":{"date-parts":[[2011,4,19]]}},"alternative-id":["10.1108\/17415651111125513"],"URL":"https:\/\/doi.org\/10.1108\/17415651111125513","relation":{},"ISSN":["1741-5659"],"issn-type":[{"type":"print","value":"1741-5659"}],"subject":[],"published":{"date-parts":[[2011,4,19]]}}}