T. Dardoumis, F. Xhafa, and J.M. Marquès (Spain)
Computer-assisted Collaborative Learning, Case Studies Evaluation.
This paper presents an approach to analysing and evaluating collaborative learning situations that take place in an asynchronous collaboration platform. Our approach takes into account three basic aspects of collaborative learning: interaction, problem-solving construction, and social support among group members. At this stage, our analysis focuses on the first two, giving special emphasis on the evaluation of the problem-solving performance (and learning achievement) of a learning group as well as of the group functioning. As a result, the current purpose of the analysis is multiple. First, it determines principled evaluation criteria for assessing a number of different, long-term, complex, online collaborative problem-solving situations. Second, it supplies the necessary means that support and facilitate the tutor's assessment of students' individual and group performance in a more effective and objective manner. Finally, it contributes towards a principled categorisation of learning groups into specific types according to the degree of success both of their collaborative behaviour and their learning outcomes.
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