Support for workspace awareness in educational groupware
CSCL '95 The first international conference on Computer support for collaborative learning
Content analysis schemes to analyze transcripts of online asynchronous discussion groups: a review
Computers & Education - Methodological issue in researching CSCL
Content analysis: what are they talking about?
Computers & Education - Methodological issue in researching CSCL
Knowledge building in asynchronous discussion groups: going beyond quantitative analysis
Computers & Education - Methodological issue in researching CSCL
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)
Efficient embedding of information and knowledge into CSCL applications
Edutainment'07 Proceedings of the 2nd international conference on Technologies for e-learning and digital entertainment
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
Monitoring and analyzing group interactions in asynchronous discussions with the DIAS system
CRIWG'06 Proceedings of the 12th international conference on Groupware: design, implementation, and use
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This paper reports on an experience of using an innovative CSCL tool to support real, collaborative learning by discussion. We base the success of online collaborative discussion on two crucial aspects: first, by providing an adequate dialogue structure and move types that promote meaningful contributions and achieve more effective interaction; second, by extracting relevant knowledge in order to provide learners and tutors with efficient awareness, feedback, and monitoring as regards learners' performance and collaboration. The ultimate goal is to achieve a more effective support and assessment of the discussion process. A real virtual learning environment based on asynchronous discussion is employed to validate the approach.