Monitoring collaborative activities in computer supported collaborative learning

This paper presents a systematic literature review of the literature on productive dialogues and emotional aspects in Computer-Supported Collaborative Learning (CSCL) and also presents emotional aspects used in debates with conflicting points of view in other contexts. Initially, more than 400 articles were catalogued, belonging mainly to the databases of Springer and Science Direct, not limited by years, because of very important works referenced until today. The findings reveal that in CSCL there is a neglect in relation to the emotional dimension, the results also show that there are negative emotional aspects that impair the motivation in the participation of students in collaborative activities. Empathy is seen as an alternative to conflict resolution in different contexts, in addition to collaborative learning, but it is rarely addressed in CSCL.

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Collaboration and Pervasiveness

Intelligent Learning Infrastructure for Knowledge Intensive Organizations ◽

10.4018/978-1-59140-503-0.ch015 ◽

2005 ◽

pp. 369-390 ◽

Cited By ~ 1

Author(s):

Kazuhiko Shibuya

Keyword(s):

Collaborative Learning ◽

Learning Community ◽

Learning Style ◽

Semantic Technologies ◽

Computer Supported Collaborative Learning ◽

Effective Learning ◽

Ubiquitous Environment ◽

Ubiquitous Computation ◽

Jigsaw Method ◽

Collaborative Activities

This chapter attempts to contribute toward exploring fundamental conceptualization on collaboration and pervasiveness in education. An assigned task is to clarify my concepts on collaborative learning based on ubiquitous computation and Semantic Web perspectives by means of more originated ways. Collaborative activities and computer-supported collaborative learning (CSCL) per se consists of various needs to encourage motivation and understandings of each student in more effective learning style and environment. We can recognize that collaborative learning in a ubiquitous environment can provide more interactive, experiential, spatiotemporal, and distributed aspects for anyone who wants to know information and solve educational tasks coordinating with others at any time. Then, I would like to show my design of the ubiquitous jigsaw method and self-organizing networks in the learning community. Further, I concentrate on exploring possibilities of collaborative learning with semantic technologies which allows to inspire and facilitate a more reciprocal exchange among affiliated relationships in a ubiquitous environment. Finally, I will discuss these topics.

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Definición de mecanismos para evaluar, monitorear y mejorar el proceso de aprendizaje colaborativo

Tecnología Educativa Revista CONAIC ◽

10.32671/terc.v3i3.117 ◽

2021 ◽

Vol 3 (3) ◽

pp. 18-28

Author(s):

Vanessa Agredo Delgado ◽

Cesar A. Collazos ◽

Patricia Paderewski

Keyword(s):

Collaborative Learning ◽

Learning Process ◽

Software Tool ◽

Monitoring And Evaluation ◽

Software Process Improvement ◽

Research Area ◽

Computer Supported Collaborative Learning ◽

Definition Of ◽

Collaborative Activities ◽

Aprendizaje Colaborativo

El aprendizaje colaborativo soportado por computador - CSCL (Computer Supported Collaborative Learning) es un área de investigación que se preocupa por la realización de actividades colaborativas que generen aprendizaje en sus participantes, investigación que ha obtenido el análisis de los beneficios que trae a nivel de aprendizaje individual y las habilidades sociales logradas con su utilización. Para trabajar colaborativamente es necesario aprender a hacerlo, no todo es cuestión de poner en un mismo lugar a un conjunto de personas, brindarles una herramienta software e indicarles que colaboren en la ejecución de una actividad. Es por esto que surge la importancia de crear mecanismos para monitorear y evaluar el proceso de aprendizaje colaborativo en búsqueda de su mejora. Objetivo: describir la creación de mecanismos de monitoreo y evaluación en pro de la mejora del proceso de aprendizaje colaborativo. Metodología: se basa en el seguimiento de las fases generales de la mejora de procesos software que permitió analizar desde el diagnóstico del actual proceso de aprendizaje colaborativo ejecutado hasta la aplicación de mejoras en diferentes estudios de caso. Resultados: se definieron diferentes mecanismos de monitoreo y evaluación del proceso de aprendizaje colaborativo los cuales permitieron la mejora del mismo. Conclusión: la definición de los diferentes mecanismos de monitoreo y evaluación del proceso de aprendizaje colaborativo son útiles y de ayuda para realizar un proceso de mejora en este contexto aunque su aplicación es medianamente sencilla. Computer Supported Collaborative Learning – CSCL is a research area that is concerned about the realization of collaborative activities that generate learning in its participants, research has obtained the analysis of the benefits that brings at the level of individual learning and social skills achieved with its use. For working collaboratively is necessary learn how to do it, not everything is a matter of putting in the same place a set of people, provide them with a software tool and tell them that collaborate in the execution of an activity. That is why the importance of creating mechanisms to monitor and evaluate the collaborative learning process seeking improvement. Objective: describe the creation of mechanisms for monitoring and evaluation in support of collaborative learning process improving. Methodology: based on following up the software process improvement general phases that allowed analysis from diagnosis of the current collaborative learning process executed until implementation of improvements in different case studies. Results: it was defined different mechanisms of monitoring and evaluation of collaborative learning process which allowed its improvement. Conclusion: the definition of the different collaborative learning process mechanisms of monitoring and evaluation are useful and helpful for doing the process improving in this context although its application is moderately simple.

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