The Relationship Between Assessment and Evaluation in CSCL

2009 ◽  
pp. 698-703
Author(s):  
Serena Alvino ◽  
Donatella Persico
Keyword(s):  
Collaborative Learning ◽  
Group Dynamics ◽  
Learning Process ◽  
Field Evaluation ◽  
Common Denominator ◽  
Primary Role ◽  
Time Data ◽  
Computer Supported Collaborative Learning ◽  
Complex Activity ◽  
Monitoring Process

In the educational field, evaluation is a very complex activity due to the intrinsically multidimensional nature of the processes to be evaluated. Several variables must be taken into consideration, and they interact and influence one another: the object and the goal of the evaluation determines the criteria, the methods, and the data to be used for the evaluation. In this chapter, we will focus on evaluation in computer-supported collaborative learning (CSCL). In this field, a primary role is played by the monitoring process, which allows us to gather important information about the learning process while it takes place. Indeed, monitoring serves three purposes: it provides real-time data about group dynamics so that they can be used by tutors to facilitate learning and stimulate collaboration among trainees; it provides designers and evaluators with data about learning system usage that are needed to evaluate its effectiveness; finally, it supplies information about the learning process and its outcomes, thereby informing assessment. Hence, monitoring can be seen as a sort of common denominator between the methods used to foster collaborative learning and those that allow the gathering of data for the two types of evaluation.

scholarly journals Gaze awareness and metacognitive suggestions by a pedagogical conversational agent: an experimental investigation on interventions to support collaborative learning process and performance

2020 ◽  
Vol 15 (4) ◽  
pp. 469-498 ◽  
Author(s):  
Yugo Hayashi
Keyword(s):  
Collaborative Learning ◽  
Real Time ◽  
Learning Process ◽  
Common Ground ◽  
Learning Performance ◽  
Conversational Agent ◽  
Learning Gains ◽  
Computer Supported Collaborative Learning ◽  
Collaborative Process ◽  
And Performance

AbstractResearch on collaborative learning has revealed that peer-collaboration explanation activities facilitate reflection and metacognition and that establishing common ground and successful coordination are keys to realizing effective knowledge-sharing in collaborative learning tasks. Studies on computer-supported collaborative learning have investigated how awareness tools can facilitate coordination within a group and how the use of external facilitation scripts can elicit elaborated knowledge during collaboration. However, the separate and joint effects of these tools on the nature of the collaborative process and performance have rarely been investigated. This study investigates how two facilitation methods—coordination support via learner gaze-awareness feedback and metacognitive suggestion provision via a pedagogical conversational agent (PCA)—are able to enhance the learning process and learning gains. Eighty participants, organized into dyads, were enrolled in a 2 × 2 between-subject study. The first and second factors were the presence of real-time gaze feedback (no vs. visible gaze) and that of a suggestion-providing PCA (no vs. visible agent), respectively. Two evaluation methods were used: namely, dialog analysis of the collaborative process and evaluation of learning gains. The real-time gaze feedback and PCA suggestions facilitated the coordination process, while gaze was relatively more effective in improving the learning gains. Learners in the Gaze-feedback condition achieved superior learning gains upon receiving PCA suggestions. A successful coordination/high learning performance correlation was noted solely for learners receiving visible gaze feedback and PCA suggestions simultaneously (visible gaze/visible agent). This finding has the potential to yield improved collaborative processes and learning gains through integration of these two methods as well as contributing towards design principles for collaborative-learning support systems more generally.

An Exploration of Students’ Participation, Learning Process, and Learning Outcomes in Web 2.0 Computer Supported Collaborative Learning

2011 ◽  
Vol 1 (2) ◽  
pp. 60-72 ◽  
Author(s):  
Chun-Yi Shen ◽  
Chen-Hsien Wu
Keyword(s):  
Collaborative Learning ◽  
Web 2.0 ◽  
Social Interactions ◽  
Learning Outcomes ◽  
Learning Process ◽  
Collaborative Writing ◽  
Computer Supported Collaborative Learning ◽  
Positive Effects ◽  
Learner Centeredness ◽  
Web 2.0 Technology

Many researchers indicate that collaborative learning is an effective strategy to improve students’ learning. Collaborative learning is no longer confined to face-to-face classrooms with the advancement of technology. The concept of computer supported collaborative learning (CSCL) matches web 2.0 which emphasize learner centeredness, social interactions, and mutual sharing. The concept of CSCL matches E-Learning 2.0 which focus on learner centeredness, social interactions, and mutual sharing. This study investigates the effects of computer supported collaborative learning with web 2.0 technology on students’ participation, learning process, and learning outcomes. During a 14-week collaborative writing course, thirty participants were asked to use Google Docs to finish their assignments collaboratively. Results showed that computer supported collaborative learning with web 2.0 technology have positive effects on students’ participation, learning process, and learning outcomes. Implications and suggestions are also provided in this study.

scholarly journals Increasing Geographic Literacy through the Development of Computer Supported Collaborative Learning

2020 ◽  
Vol 15 (07) ◽  
pp. 74
Author(s):  
Neni Wahyuningtyas ◽  
Idris Idris
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Research And Development ◽  
21St Century ◽  
Learning Process ◽  
Computer Supported Collaborative Learning ◽  
Efficiency And Effectiveness ◽  
E Learning ◽  
The Media ◽  
Geographic Literacy

This paper aims to develop computer supported collaborative learning to improve geographic literacy. This study used research and development with the ASSURE model. The results of this development are in the form of basic geography concept modules with 3 videos integrated into e-learning. The media and material validation show that the product developed was very good and worth testing. In addition, the results of media validation by taking into account indicators of attractiveness, efficiency and effectiveness, were declared very good and students were enthusiastic about learning to use this media. This product can be an alternative medium for the 21st century learning environment that applies e-learning in the learning process.

Towards a script-aware monitoring process of computer-supported collaborative learning scenarios

2013 ◽  
Vol 5 (2) ◽  
pp. 151 ◽  
Author(s):  
María Jesús Rodríguez Triana ◽  
Alejandra Martínez Monés ◽  
Juan I. Asensio Pérez ◽  
Yannis Dimitriadis
Keyword(s):  
Collaborative Learning ◽  
Computer Supported Collaborative Learning ◽  
Monitoring Process ◽  
Learning Scenarios

scholarly journals The Cartographic Apprentice: By the End of This Assignment, Someone Will be Fired

2007 ◽  
pp. 68-72 ◽  
Author(s):  
Alison E. Feeney
Keyword(s):  
Collaborative Learning ◽  
Content Knowledge ◽  
Group Dynamics ◽  
Learning Process ◽  
Group Work ◽  
Skill Development ◽  
Role Playing ◽  
Technical Skill ◽  
Reality Tv ◽  
Successful Group

The encouragement for group work and collaborative learning is supported in education. Simulations, role playing, and games are common techniques to engage students in actively participating in the learning process. Creating the rules and organizing the groups are some of the challenges facing instructors, especially in mapping courses where students vary greatly in both content knowledge and technical skill development. Surprisingly, successful tactics were adopted from the growing fascination of reality tv. The Cartographic Apprentice simulated Donald Trump’s business tactics to engage students, create competition, and mediate group dynamics. The semester-long game had students working in groups to create posters that were evaluated by faculty and students. Winning teams were rewarded by maintaining their successful group, while losing teams had to meet in the cartographic board room and critically evaluate their projects, which eventually led to someone being fired.

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

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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