Abstract
The development of methods and tools that support formative evaluation in Computer Supported Collaborative Learning (CSCL) is a strategic research subject for the improvement of this area, which is still in an incipient status. According to the current learning theories, the evaluation of collaborative learning has to be based on the study of interactions within their context, the integration of different perspectives, and the adoption of an interpretative research paradigm. The use of computers has been considered as an opportunity for evaluation, due to its storage and processing capabilities, but it also adds new questions to the traditional challenges of collaborative learning research. We present our vision on this problem, focusing on the issues related to the automatic support to the representation and analysis of collaboration. We have modelled them by means of the extended cycle of collaboration management, which has been proposed as an adaptation of a previous one that was oriented to systems that scaffold collaboration. We describe its main characteristics, and then we focus on the first phase of the cycle: The automatic collection of information about interaction, for whose support we have proposed a generic model of collaborative action, which is briefly introduced in the paper.
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Martínez, A., Dimitriadis, Y., de la Fuente, P. (2003). Interaction Analysis for Formative Evaluation in CSCL. In: Llamas-Nistal, M., Fernández-Iglesias, M.J., Anido-Rifon, L.E. (eds) Computers and Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-1122-7_19
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DOI: https://doi.org/10.1007/978-94-017-1122-7_19
Publisher Name: Springer, Dordrecht
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