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http://hdl.handle.net/10609/124726
Title: E-assessment of individual and group learning processes
Author: Snasel, Vaclav
Abraham, Ajith
Martinovic, Jan
Drazdilova, Pavla
Slaninova, Katerina
Daradoumis Haralabus, Atanasi  
Xhafa, Fatos
Martínez Monés, Alejandra
Others: VSB-Technical University of Ostrava
Universitat Oberta de Catalunya (UOC)
Universidad de Valladolid
Auburn University
Keywords: collaborative learning
complex systems
data mining
e-learning
social networks
Issue Date: Feb-2012
Publisher: Journal of Computational and Theoretical Nanoscience
Citation: Snasel, V., Abraham, A., Martinovic, J., Drazdilova, P., Slaninova, K., Daradoumis, T., Xhafa, F. & Martínez-Monés, A. (2012). E-Assessment of Individual and Group Learning Processes. Journal of Computational and Theoretical Nanoscience, 9(2), 286-303. doi: 10.1166/jctn.2012.2023
Also see: https://doi.org/10.1166/jctn.2012.2023
Abstract: Evaluating on-line collaborative learning interactions is a complex task due to the variety of elements and factors that take place and intervene in the way a group of students comes together to collaborate in order to achieve a learning goal. The aim of this paper is to provide a better understanding of group interaction and determine how to best support the collaborative learning process. We propose a generic framework for the study and analysis of group interaction and group scaffolding, which is built by combining different aspects and issues of collaboration, learning and evaluation. In particular, we define learning activity indicators at several levels of description, which prompt to the application of a mixed interaction analysis scheme and the use of different data types and specific tools. At an initial layer, the basis of the approach is set by applying a qualitative process for evaluating the individual and group task performance as well as the group functioning and scaffolding. The interaction analysis process is completed by defining and applying two more layers: a social network analysis of the group activity and participation behavior and a quantitative analysis of group effectiveness as regards task achievement and active interaction involvement. Our work defines a grounded and holistic conceptual model that describes on-line collaborative learning interactions sufficiently and applies it in a real, web-based, complex and long-term collaborative learning situation. An in-depth empirical evaluation of the conceptual model is fully discussed, which demonstrates the usefulness and value of the approach.
Language: English
URI: http://hdl.handle.net/10609/124726
ISSN: 1546-1955MIAR
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