scholarly journals Analyzing collaborative learning processes automatically: Exploiting the advances of computational linguistics in computer-supported collaborative learning

2008 ◽  
Vol 3 (3) ◽  
pp. 237-271 ◽  
Author(s):  
Carolyn Rosé ◽  
Yi-Chia Wang ◽  
Yue Cui ◽  
Jaime Arguello ◽  
Karsten Stegmann ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Computational Linguistics ◽  
Learning Processes ◽  
Computer Supported Collaborative Learning

scholarly journals ARGUMENTATION-BASED COMPUTER SUPPORTED COLLABORATIVE LEARNING (ABCSCL): THE ROLE OF INSTRUCTIONAL SUPPORTS

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Omid Noroozi
Keyword(s):  
Collaborative Learning ◽  
Relevant Literature ◽  
Learning Processes ◽  
Teaching Approach ◽  
Computer Supported Collaborative Learning ◽  
Instructional Supports ◽  
Quality Of Learning ◽  
Future Work

This paper investigates the role of instructional supports for argumentation-based computer supported collaborative learning (ABCSCL), a teaching approach that improves the quality of learning processes and outcomes. Relevant literature has been reviewed to identify the instructional supports in ABCSCL environments. A range of instructional supports in ABCSCL is proposed including scaffolding, scripting, and representational tools. Each of these instructional supports are discussed in detail. Furthermore, the extent to which and the way in which such instructional supports can be applied in ABCSCL environments are discussed. Finally, suggestions for future work and implications for the design of ABCSCL environments are provided.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0610/a.php" alt="Hit counter" /></p>

Design on Monitoring and Evaluation Methods for CSCL System

2013 ◽  
Vol 336-338 ◽  
pp. 2213-2216
Author(s):  
Wei Yan
Keyword(s):  
Collaborative Learning ◽  
Learning Experience ◽  
Computer Mediated Communication ◽  
Monitoring And Evaluation ◽  
Evaluation Methods ◽  
Learning Processes ◽  
The Other ◽  
Computer Supported Collaborative Learning ◽  
Mediated Communication ◽  
Computer Mediated

The problem of capitalizing on experience of how to track and analyze the learning processes is of particular interest in Computer Supported Collaborative Learning (CSCL) environments, where learning is usually based on the interactions occurring among peers. This paper provides some examples of DPs addressing tracking problems in CSCL environments. Our DPs have been elaborated with a twofold aim to contribute to the field by proposing possible solutions to tracking problems frequently faced in CSCL; on the other hand, by using DPs as a tool for sharing experience, we hope to inform the development of functions that could be integrated in Computer Mediated Communication (CMC) systems in order to support the monitoring, evaluation and assessment of the learning experience and therefore augment its effectiveness.

A Model for Monitoring and Evaluating CSCL

2010 ◽  
pp. 149-170 ◽  
Author(s):  
Donatella Persico ◽  
Francesca Pozzi ◽  
Luigi Sarti
Keyword(s):  
Collaborative Learning ◽  
Online Courses ◽  
General Purpose ◽  
Individual Learning ◽  
Learning Processes ◽  
Fine Tuning ◽  
Computer Supported Collaborative Learning ◽  
Assessment And Evaluation ◽  
Wide Range ◽  
Monitoring Information

This chapter tackles the issue of monitoring and evaluating CSCL (Computer Supported Collaborative Learning) processes. It starts from the awareness that most of the tasks carried out in managing, tutoring, fine tuning and evaluating online courses heavily rely on information drawn through monitoring. Information of this kind is usually needed for both the assessment of individual learning and the evaluation of a learning initiative. The development of a sound, general purpose model to organize this information serves a variety of purposes, since it makes the monitoring, assessment and evaluation processes more systematic and effective. By describing the model and providing concrete examples of its use, the goal of this chapter is to demonstrate its potential, flexibility and suitability to meet evaluators’ aims in a wide range of cases. The model gathers consolidated practices in the field and is based on the most recent findings of theoretical CSCL research.

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