E-assessment of individual and group learning processes

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dc.contributor.author Snášel, Václav
dc.contributor.author Abraham, Ajith
dc.contributor.author Martinovič, Jan
dc.contributor.author Dráždilová, Pavla
dc.contributor.author Slaninová, Kateřina
dc.contributor.author Daradoumis, Thanasis
dc.contributor.author Xhafa, Fatos
dc.contributor.author Martiínez-Monés, Alejandra
dc.date.accessioned 2012-05-11T12:32:47Z
dc.date.available 2012-05-11T12:32:47Z
dc.date.issued 2012
dc.identifier.citation Journal of computational and theoretical nanoscience. 2012, vol 9, no. 2, p. 286-303. cs
dc.identifier.issn 1546-1955
dc.identifier.uri http://hdl.handle.net/10084/90442
dc.description.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. cs
dc.language.iso en cs
dc.publisher American Scientific Publishers cs
dc.relation.ispartofseries Journal of computational and theoretical nanoscience cs
dc.relation.uri http://dx.doi.org/10.1166/jctn.2012.2023 cs
dc.subject collaborative learning cs
dc.subject social networks cs
dc.subject data mining cs
dc.subject e-learning cs
dc.subject complex systems cs
dc.title E-assessment of individual and group learning processes cs
dc.type article cs
dc.identifier.location Není ve fondu ÚK cs
dc.identifier.doi 10.1166/jctn.2012.2023
dc.type.status Peer-reviewed cs
dc.description.source Web of Science cs
dc.description.volume 9 cs
dc.description.issue 2 cs
dc.description.lastpage 303 cs
dc.description.firstpage 286 cs
dc.identifier.wos 000302837800014

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