Assessing online collaborative learning: process and product
Computers & Education
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)
Web 2.0: The Business Model
Social Web Evolution: Integrating Semantic Applications and Web 2.0 Technologies
Social Web Evolution: Integrating Semantic Applications and Web 2.0 Technologies
Content analysis: What are they talking about?
Computers & Education - Methodological issue in researching CSCL
Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review
Computers & Education - Methodological issue in researching CSCL
Knowledge building in asynchronous discussion groups: Going beyond quantitative analysis
Computers & Education - Methodological issue in researching CSCL
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
Journal of Systems and Software
A grid-aware implementation for providing effective feedback to on-line learning groups
OTM'05 Proceedings of the 2005 OTM Confederated international conference on On the Move to Meaningful Internet Systems
The effect of moderator's facilitative strategies on online synchronous discussions
Computers in Human Behavior
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Learning and knowledge building have become critical competences for people in the knowledge society era. In this paper, we propose a sociolinguistic dialogue model for understanding how learning evolves and how cognitive process is constructed in on-line discussions. The knowledge extracted from this model is used to assess participation behavior, knowledge building and performance. The ultimate purpose is to provide effective feedback, evaluation and monitoring to the discussion process. Seven hundred students from the Open University of Catalonia in Spain participated in this study. Results showed that learning and knowledge building may be greatly enhanced by presenting selected knowledge to learners as for their particular skills exhibited during interaction. In addition, this valuable provision of information is used as a meta cognitive tool for tutors and moderators for monitoring and evaluating the discussion process more conveniently. This contribution presents our conceptual model for interaction management as well as key design guidelines and evaluation results. Implications of this study are remarked and further research directions are proposed.