scholarly journals The Virtual Tutor: Tasks for conversational agents in Online Collaborative Learning Environments

2021 ◽  
Author(s):  
Christian Gabriel ◽  
Charlotte Hahne ◽  
Alina Zimmermann ◽  
Florian Lenk
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Conversational Agents ◽  
Online Collaborative Learning

Online, Offline, and In-Between

2008 ◽  
pp. 1854-1865
Author(s):  
Aditya Johri
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Activity Theory ◽  
Learning Environments ◽  
Analytical Framework ◽  
Activity System ◽  
Online Collaborative Learning ◽  
Using Data ◽  
Complex Settings ◽  
Naturalistic Investigation

Online collaborative learning is a situated activity that occurs in complex settings. This study proposes a sociocultural frame for theorizing, analyzing, and designing online collaborative- learning environments. The specific focus of this study is: learning as situated activity, activity theory as a theoretical lens, activity system as an analytical framework, and activity-guided design as a design framework for online learning environments. Using data gathered from a naturalistic investigation of a global online collaborative-learning site, this study reveals how these lenses and frameworks can be applied practically. The study also identifies the importance of design iterations for learning environments.

Reflection and Intellectual Amplification in Online Communities of Collaborative Learning

2011 ◽  
pp. 1950-1960
Author(s):  
Elsebeth Korsgaard Sorensen
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Computer Supported Collaborative Learning ◽  
Online Collaborative Learning ◽  
Meta Level ◽  
Building Process ◽  
Starting Point ◽  
Collaborative Knowledge Building ◽  
Analytical Approaches ◽  
Collaborative Knowledge

An alternative theoretical framework for analyzing and designing computer-supported collaborative learning environments is introduced. Bateson’s theory (1973) is used as a starting point for considering in what sense the specific dialogical conditions and qualities of virtual environments may support learning. We need more stringent analytical approaches of research that relate communicative qualities of virtual contexts to qualities of the collaborative knowledge-building process. This approach suggests that new didactic and instructional methods, addressing the learner’s communicative awareness at a meta-level, need to be developed in order to fully utilize the interactive and reflective potential of online collaborative learning. A deeper understanding of the reflective nature of the online environment and its potential for enhancing intellectual amplification will give rise to the birth of new and more innovative designs of online collaborative learning.

Supporting Group and Individual Processes in Web-Based Collaborative Learning Environments

2010 ◽  
pp. 396-413 ◽  
Author(s):  
F. Pozzi
Keyword(s):  
Individual Differences ◽  
Collaborative Learning ◽  
Learning Environments ◽  
Learning Process ◽  
Learning Experience ◽  
Group Differences ◽  
Web Based ◽  
Online Collaborative Learning ◽  
Monitoring Model ◽  
Different Levels

This chapter tackles the issue of how it is possible to integrate individual differences in the learning design of Web-based collaborative learning experiences. In particular, in online collaborative learning environments, it is quite common to adopt techniques to support collaboration and interactions among peers. This contribution proposes to monitor the enactment of the collaborative techniques to make individual and group differences emerge, thus allowing the consequent customization of the learning experience. To this aim, a monitoring model is proposed, whose flexibility allows the tutor to bring different aspects and different levels of the ongoing learning process under control.

Reflection and Intellectual Amplification in Online Communities of Collaborative Learning

2004 ◽  
pp. 242-261 ◽  
Author(s):  
Elsebeth Korsgaard Sorensen
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Computer Supported Collaborative Learning ◽  
Online Collaborative Learning ◽  
Meta Level ◽  
Building Process ◽  
Starting Point ◽  
Collaborative Knowledge Building ◽  
Analytical Approaches ◽  
Collaborative Knowledge

An alternative theoretical framework for analyzing and designing computer-supported collaborative learning environments is introduced. Bateson’s theory (1973) is used as a starting point for considering in what sense the specific dialogical conditions and qualities of virtual environments may support learning. We need more stringent analytical approaches of research that relate communicative qualities of virtual contexts to qualities of the collaborative knowledge-building process. This approach suggests that new didactic and instructional methods, addressing the learner’s communicative awareness at a meta-level, need to be developed in order to fully utilize the interactive and reflective potential of online collaborative learning. A deeper understanding of the reflective nature of the online environment and its potential for enhancing intellectual amplification will give rise to the birth of new and more innovative designs of online collaborative learning.

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