Basic support for cooperative work on the World Wide Web
International Journal of Human-Computer Studies - Special issue: innovative applications of the World Wide Web
A layered framework for evaluating on-line collaborative learning interactions
International Journal of Human-Computer Studies
Group Cognition: Computer Support for Building Collaborative Knowledge (Acting with Technology)
Group Cognition: Computer Support for Building Collaborative Knowledge (Acting with Technology)
Developing an Information System for Monitoring Student's Activity in Online Collaborative Learning
CISIS '08 Proceedings of the 2008 International Conference on Complex, Intelligent and Software Intensive Systems
OTM'07 Proceedings of the 2007 OTM confederated international conference on On the move to meaningful internet systems: CoopIS, DOA, ODBASE, GADA, and IS - Volume Part II
Learning by Sharing Instructional Segments
WSKS '09 Proceedings of the 2nd World Summit on the Knowledge Society: Visioning and Engineering the Knowledge Society. A Web Science Perspective
Using online shared workspaces to support group collaborative learning
Computers & Education
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This paper aims to report on an experience of using an innovative groupware tool to support real, collaborative learning. We base the success of on-line collaborative learning on extracting relevant knowledge from interaction data analysis in order to provide learners and instructors with efficient awareness, feedback, and monitoring as regards individual and group performance and collaboration. Monitoring is especially important for online instructors since they can use this valuable provision of information as a meta cognitive tool for regulating the collaborative learning process more conveniently and provide adequate support when needed. In addition, learning and knowledge building may be greatly enhanced by presenting selected knowledge to learners as for their particular skills exhibited during interaction, such as the impact and effectiveness of their contributions. Indeed, by letting learners be aware of both their own and others' progress in the process of knowledge building may promote learners' participation and boost group performance. The ultimate goal of this paper is to provide a model to achieve a more effective support and assessment of the collaborative process while enhancing and improving the learning experience. To validate this study, a real online learning environment is employed to support asynchronous collaborative activities.