Abstract
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.
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Caballé, S., Juan, A.A., Xhafa, F. (2008). Supporting Effective Monitoring and Knowledge Building in Online Collaborative Learning Systems. In: Lytras, M.D., Carroll, J.M., Damiani, E., Tennyson, R.D. (eds) Emerging Technologies and Information Systems for the Knowledge Society. WSKS 2008. Lecture Notes in Computer Science(), vol 5288. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-87781-3_23
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DOI: https://doi.org/10.1007/978-3-540-87781-3_23
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