CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
MArCo: Building an Artificial Conflict Mediator to Support Group Planning Interactions
International Journal of Artificial Intelligence in Education - "Caring for the Learner" in honour of John Self
Coaching Web-based Collaborative Learning based on Problem Solution Differences and Participation
International Journal of Artificial Intelligence in Education
Tutorial Dialogue as Adaptive Collaborative Learning Support
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Fostering computer supported collaborative learning with cooperation scripts and scaffolds
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
CTRL: A research framework for providing adaptive collaborative learning support
User Modeling and User-Adapted Interaction
Adaptive and Intelligent Systems for Collaborative Learning Support: A Review of the Field
IEEE Transactions on Learning Technologies
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Although "adaptivity" and "intelligence" have built a long tradition in technology systems for individual learning, it is only relatively recently that these ideas have entered the domain of computer-supported collaborative learning (CSCL). In order to investigate how and when adaptive interventions in CSCL settings are effective, we implemented two experimental research studies, using a freely available open source tool (LAMS), trying to identify the effectiveness of a particular adaptive domain-specific support strategy. In both studies, treatment student groups were supported by a domain-specific adaptive intervention, where control groups were supported by "fixed" support methods. The results from both studies revealed that treatment students outperformed those in the control group in domain knowledge acquisition. Overall, this paper presents the positive results of these two studies providing evidence that by implementing techniques of adaptive domain-specific support during a collaborative activity, instructors can substantially improve learning outcomes.