ChatOnline digital classrooms were accused of isolating learners and degrading human social skills; mining learning management system interactions reveals that big data analytics can actively track and foster student collaborative social competencies.
The widespread adoption of digital learning management systems (LMS) transformed education, but sparked widespread concern that online schooling stunts student emotional development and interpersonal social skills.
Educators struggled to observe peer collaboration in digital environments, unable to discern whether silent students were disengaged or learning quietly on their own.
Published in PeerJ Computer Science, this study analyzes LMS activity telemetry and collaborative discussion forums using big data analytics. The findings reveal that structured online group problem-solving and automated peer-feedback mechanisms significantly enhance student social competence, empathy, and team communication.
Demonstrating that digital learning environments can cultivate social competencies provides instructional designers with an empirical blueprint to engineer collaborative, socially enriching online education platforms.
The effect of big data technologies usage on social competence
The learning management system is a digital environment that enables the tracking of learner activities, allowing special forms of data from the academic context to be explored and used to enhance the learning process. This study aims to identify the effect of using big data technology in digital environments on the development of electronic social competence among optimal investment diploma students. An experimental method was used to explore the effect of big data technologies usage on social competence. The sample for this study consisted of (120) students in the Department of Curriculum and Teaching Methods, divided into two equal groups through random selection. The first group studied the course through a digital environment with the use of big data technology, while the second group studied the course through the digital environment without using big data technology. The electronic social competence scale was further utilized as a tool to meet the study’s goal. The experimental findings showed that big data technologies in the used digital environment significantly improved the electronic social competence of Optimal Investment Diploma students (personal skills, self-management skills, and academic skills). The results provide significant proof of the advantages of big data technology in social competence studies and development.
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