User Modeling and User-Adapted Interaction
Measuring credibility of users in an e-learning environment
Proceedings of the 16th international conference on World Wide Web
Computers & Education
On the specification of learning objectives for course configuration
WBED'07 Proceedings of the sixth conference on IASTED International Conference Web-Based Education - Volume 2
Learning from Peers: Motivating Students through Reputation Systems
SAINT '08 Proceedings of the 2008 International Symposium on Applications and the Internet
An investigation of the effects of reciprocal peer tutoring
Computers in Human Behavior
A User Reputation Model for DLDE Learning 2.0 Community
ICADL 08 Proceedings of the 11th International Conference on Asian Digital Libraries: Universal and Ubiquitous Access to Information
Application of PageRank Technique in Collaborative Learning
Advances in Blended Learning
Collaborative Projects and Self Evaluation within a Social Reputation-Based Exercise-Sharing System
WI-IAT '09 Proceedings of the 2009 IEEE/WIC/ACM International Joint Conference on Web Intelligence and Intelligent Agent Technology - Volume 03
Adaptive construction and delivery of web-based learning paths
FIE'09 Proceedings of the 39th IEEE international conference on Frontiers in education conference
The Lecomps5 framework for personalized web-based learning: A teacher's satisfaction perspective
Computers in Human Behavior
Should your MOOC forum use a reputation system?
Proceedings of the 17th ACM conference on Computer supported cooperative work & social computing
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In this paper, the authors describe design and motivational issues of the web-based system SocialX. It supports social-collaborative and cooperative aspects of e-learning such as sharing and reuse of solutions to single exercises, and development of projects by group-work and social exchange. Such aspects are supported in the framework of a reputation system, in which learners participate. A learner's reputation is computed, presented, and maintained during her/his interactions with the system. The algorithm to compute reputation can be configured by the teacher from tuning weights associated to various aspects of the interactions. To enhance collaboration on exercises, the authors support contextual to the exercise micro-forum and FAQs with a currency-based concretization of the perceived usefulness of questions/answers. Group responsibilities, peer-assessment, and self-evaluation are supported by group-based projects with self/peer-evaluated phases, i.e., different stages of a project are assigned to different groups and a stage-deliverable is both self-evaluated at submission and peer-evaluated by the group receiving it for the next stage.