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dc.contributor.authorSnášel, Václav
dc.contributor.authorAbraham, Ajith
dc.contributor.authorMartinovič, Jan
dc.contributor.authorDráždilová, Pavla
dc.contributor.authorSlaninová, Kateřina
dc.contributor.authorDaradoumis, Thanasis
dc.contributor.authorXhafa, Fatos
dc.contributor.authorMartiínez-Monés, Alejandra
dc.date.accessioned2012-05-11T12:32:47Z
dc.date.available2012-05-11T12:32:47Z
dc.date.issued2012
dc.identifier.citationJournal of computational and theoretical nanoscience. 2012, vol 9, no. 2, p. 286-303.cs
dc.identifier.issn1546-1955
dc.identifier.urihttp://hdl.handle.net/10084/90442
dc.description.abstractEvaluating 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.cs
dc.language.isoencs
dc.publisherAmerican Scientific Publisherscs
dc.relation.ispartofseriesJournal of computational and theoretical nanosciencecs
dc.relation.urihttp://dx.doi.org/10.1166/jctn.2012.2023cs
dc.subjectcollaborative learningcs
dc.subjectsocial networkscs
dc.subjectdata miningcs
dc.subjecte-learningcs
dc.subjectcomplex systemscs
dc.titleE-assessment of individual and group learning processescs
dc.typearticlecs
dc.identifier.locationNení ve fondu ÚKcs
dc.identifier.doi10.1166/jctn.2012.2023
dc.type.statusPeer-reviewedcs
dc.description.sourceWeb of Sciencecs
dc.description.volume9cs
dc.description.issue2cs
dc.description.lastpage303cs
dc.description.firstpage286cs
dc.identifier.wos000302837800014


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