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‣ Collaborative learning environments for teacher education

Meirinhos, Manuel; Osório, António
Fonte: Formatex Publicador: Formatex
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
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We present a case study of continuous training of teachers, carried out within a b-learning framework. In this presentation we present and discuss the concepts beyond this approach to teacher education. We also present the structure of the platform used for collaborative work, characterize the participants in this research and illustrate the kind of activities and tasks that were conducted by approximately forty teachers in two continuous professional development courses. Finally, we address a number of reflections emerging from the data collected, including: i) the functionality of the platform; ii) the constrain factors that can affect collaborative learning in such an environment; iii) the changes to the role of the teacher educator; iv) the changes to the role of the teacher learner; v) the development of hew pedagogical inter-relations; vi) the complexity of collaborative learning.

‣ Towards an ontology for gamifying collaborative learning scenarios

Challco, Geiser Chalco; Moreira, Dilvan de Abreu; Mizoguchi, Riichiro; Isotani, Seiji
Fonte: Springer; Cham Publicador: Springer; Cham
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
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Gamification is an interesting and relatively new concept. The concept of Gamification is more than just game playing; it is about introducing game design elements in a proper way to satisfy individual motivational needs according to personality traits. Researcher and Educators are currently looking at Gamification to deal with the problem of learner engagement and motivation in Collaborative Learning (CL). To address this issue, we have been developing an Ontology for Gamifying CL Scenarios (OntoGaCLeS). In this paper, we present the main ontological structure used to support the personalization of game design elements in CL contexts. To demonstrate its use, we show the personalization of a gamified CL scenario through a case study.; CNPq; CAPES; 12th International Conference on Intelligent Tutoring Systems (ITS). Honolulu, USA. 5-9 June 2014.

‣ An ontology engineering approach to gamify collaborative learning scenarios

Challco, Geiser Chalco; Moreira, Dilvan de Abreu; Mizoguchi, Riichiro; Isotani, Seiji
Fonte: Springer; Cham Publicador: Springer; Cham
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
67.77025%
The design of collaborative learning (CL) scenarios that increase both students’ learning and motivation is a challenge that the CSCL community has been addressing in the past few years. On one hand, CSCL design (i.e. scripts) has been shown to be effective to support meaningful interactions and better learning. On the other hand, scripted collaboration often does not motivate students to participate in the CL process, which makes more difficult the use of group activities over time. To deal with the problem of motivation, researchers and educators are now looking at gamification techniques to engage students. Gamification is an interesting concept that deals with the introduction and use of game design elements in a proper way to satisfy individual motivational needs. The use of gamification in educational settings is a complex task that requires, from instructional designers, knowledge about game elements (such as leaderboards and point systems), game design (e.g. how to combine game elements) and their impact on motivation and learning. Today, to the best of our knowledge, there are no approaches for the formal systematization of the instructional design knowledge about gamification and its application in CL scenarios. Thus, to address this issue...

‣ Planejamento instrucional automatizado em aprendizagem colaborativa com suporte computacional utilizando planejamento hierárquico; Automated instructional design in computer-supported collaborative learning using hierarchical planning

Challco, Geiser Chalco
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 11/09/2012 Português
Relevância na Pesquisa
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Em Aprendizagem Colaborativa com Suporte Computacional (ACSC), o planejamento instrucional consiste em obter uma sequência de interações instrucionais que definem o conteúdo instrucional como a representação do que deve ser ensinado e da forma em que os participantes devem interagir, denominada informação de planejamento instrucional. O desenvolvimento, adaptação e personalização de unidades concisas de estudo compostas por recursos instrucionais e informação de planejamento instrucional, denominadas unidades de aprendizagem, envolve um processo de planejamento instrucional complexo que consome muito tempo e apresenta um conjunto de tarefas repetitivas a serem efetuadas pelos projetistas instrucionais. Neste trabalho, o planejamento instrucional em ACSC é modelado como um problema de planejamento hierárquico para dar suporte ao desenvolvimento, adaptação e personalização das unidades de aprendizagem de forma automática. A modelagem consiste na representação do domínio a ser ensinado, das caraterísticas dos estudantes e das estratégias de planejamento instrucional na linguagem do sistema JSHOP2ip, um sistema de planejamento hierárquico desenvolvido para dar solução aos problemas específicos de planejamento instrucional. Para avaliar a modelagem proposta...

‣ Aprendizagem colaborativa na educação a distância: características pessoais afetam a percepção do ambiente virtual de aprendizagem; Collaborative learning in distance education: personal characteristics affect the perception of the virtual learning environment

Marques Júnior, Euro
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 07/05/2015 Português
Relevância na Pesquisa
67.71465%
As novas tecnologias de informação e comunicação são recursos fundamentais para apoiar a formação profissional inicial e continuada de engenheiros e outros profissionais, quando se busca conhecimento significativo no interior de um contexto de aprendizagem colaborativa. Muitos fatores podem influenciar os resultados da aprendizagem a distância, em que o diálogo e a colaboração são necessários para a construção do conhecimento. Tendo em vista a relevância do tema, percebe-se na literatura da área a necessidade de estudos avaliando, de forma quantitativa, aspectos pessoais dos estudantes da modalidade de ensino on-line. A abordagem quantitativa complementa o estudo qualitativo como uma forma objetiva de análise baseada em mensurações facilmente coletadas pelo Ambiente Virtual de Aprendizagem (AVA). Assim, mostram-se importantes os estudos quantitativos, interdisciplinares e que identifiquem fatores que moderem e/ou ampliem a relação entre os componentes e os resultados do curso on-line. Este trabalho busca, usando metodologias quantitativas, determinar características pessoais do estudante de educação a distância (EAD), que impactam na sua percepção das presenças social, cognitiva e de ensino, e que podem ser desenvolvidas por ações educativas. Para tanto se propôs dois instrumentos de pesquisa cujos indicadores são: Gestão do Tempo...

‣ Definição de um modelo de sistema de aprendizagem colaborativa apoiado por computador com enfase em trabalho em equipe; Definition of a computer supported collaborative learning system model focused on teamwork

Ana Aparecida Simões da Cunha
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 21/12/2009 Português
Relevância na Pesquisa
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Apesar da presença crescente de equipes de trabalho e de sua importância nas corporações, cerca de 50% das iniciativas de trabalho em equipe ainda falham pois os profissionais não estão preparados para atuar de forma colaborativa. Isso indica que não apenas as habilidades técnicas, mas também as sociais deveriam ser aprendidas na escola. Este trabalho descreve um modelo conceitual para um ambiente de aprendizagem colaborativa apoiada por computador, em que os estudantes são estimulados a se ajudar mutuamente para desenvolver a interdependência positiva, a responsabilidade coletiva, a interação contributiva, as habilidades sociais (liderança, tomada de decisão, construção de confiança, comunicação, gerenciamento de conflitos, etc.) e o processamento da equipe. A infra-estrutura de suporte do modelo é baseada nas áreas chave da aprendizagem colaborativa apoiada por computador: Coordenação, Percepção, Comunicação e Colaboração; Despite the growing use and importance of work teams, about 50% of all workplace team initiatives fail because the employees are not prepared to work collaboratively. This indicates that not only the technical skills, but the social ones should be learned at school. None of the existing Learning Management Systems evaluated...

‣ Desenvolvimento de um programa de capacitação para professores de matemática do ensino público brasileiro com enfoque na aprendizagem colaborativa; Development of a training program for mathematics teachers of Brazilian public schools focused on collaborative learning

Mônica Cristina Garbin
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 30/05/2014 Português
Relevância na Pesquisa
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Este trabalho apresenta um cenário de aprendizagem colaborativa através de uma arquitetura de ensino distribuído nas cinco regiões brasileiras. O contexto criado faz parte das pesquisas desenvolvidas na Faculdade de Educação da Universidade Estadual de Campinas (FE - UNICAMP), através do Laboratório de Inovação Tecnológica Aplicada na Educação (LANTEC) e tem como órgão financiador a CAPES, através do Programa Observatório na Educação. Dado este contexto, o presente estudo apresenta como problema norteador: quais são as estratégias inovadoras com foco em colaboração que desenvolvem nos professores participantes, uma postura colaborativa em sua atividade pedagógica na escola? E a partir disto, foi definido como objetivo geral: Propor estratégias pedagógicas inovadoras com foco em colaboração, fazendo com que os professores participantes criem uma consciência colaborativa e passem a enxergar que as soluções para seus problemas podem ser realizadas de maneira coletiva. Neste sentido, propõem-se como etapas de pesquisa: a) Montar um cenário em que os participantes tenham um objetivo em comum a ser resolvido; b) Desenvolver um programa de formação que tenha em seu cerne estratégias pedagógicas focadas em colaboração; c) Verificar como aconteceu a colaboração entre os alunos; d) Identificar como a tecnologia ajudou no processo de colaboração entre os estudantes. Para a criação deste cenário colaborativo...

‣ Os meninos à volta do computador : a aprendizagem colaborativa na era digital; Children around the computer : collaborative learning in the digital era

Amaro, Sandra Cristina Curado; Ramos, Altina; Osório, António José
Fonte: Instituto Politécnico de Bragança. Escola Superior de Educação Publicador: Instituto Politécnico de Bragança. Escola Superior de Educação
Tipo: Artigo de Revista Científica
Publicado em //2009 Português
Relevância na Pesquisa
67.77025%
Pretende-se com o presente texto reflectir e problematizar os paradigmas de aprendizagem tradicional, que se centra na transmissão passiva do conhecimento, e construtivista, que se centra na construção activa do conhecimento pelo aluno, e a forma como se reflectem em contexto de sala de aula, dando-se particular ênfase à aprendizagem colaborativa com recurso ao online. Reflecte-se, também, sobre as redes de aprendizagem e o conceito do moderador e a mediação colaborativa. Desta forma questiona-se a reacção da escola à revolução tecnológica que se vive fora dela e a inclusão da mesma nas práticas educativas. Por último, explora-se o que poderá ser a escola do futuro tendo em conta a mudança dos paradigmas de aprendizagem e o recurso aos ambientes educativos online. Neste sentido pondera-se sobre como são as escolas na era digital.; It is intended with the present text to reflect and question the traditional learning paradigms, which focus on passive knowledge transmission, and the constructivist, that focus on the active knowledge construction, and the way how they reflect in the classroom environment, particularly emphasizing the collaborative learning and the collaborative online learning. In this manner it is discussed the school reaction to the technological revolution as well as its inclusion in the pedagogical practice. At last...

‣ Concepção e realização de um modelo computacional de jogos interativos no contexto da aprendizagem colaborativa; Conception and accomplishment of a computational model of interactive games in the context of collaborative learning.

Silva, Fabio de Melo
Fonte: Universidade Federal de Alagoas; BR; Modelagem Computacional de Conhecimento; Programa de Pós-Graduação em Modelagem Computacional de Conhecimento; UFAL Publicador: Universidade Federal de Alagoas; BR; Modelagem Computacional de Conhecimento; Programa de Pós-Graduação em Modelagem Computacional de Conhecimento; UFAL
Tipo: Dissertação Formato: application/pdf
Português
Relevância na Pesquisa
67.91236%
For a long time, games were associated to entertainment activities, limited to recreation. The electronic games have as pioneer Willy Higinbotham, a physicist from Brookhaven National Laboratories that created in 1958 a simple game of tennis that was implemented in an oscilloscope. Since then, some failures occurred in the acceptance of such products. However, with the advent of new virtual worlds, more interactive and visually rich, capable of providing a rich communication, the current games online multi-player become a valuable tool for practice of collaborative learning. The collaboration, per se, is a strong goal in education that needs to be encouraged and exercised. This goal needs to be encouraged and exercised by the means available. In this context, the computer games deserve a lot of attention. The increasing presence and richness of the computer games gather favorable conditions to a process of knowledge construction through effectively collaborative activities. This paper proposes a model for building collaborative games, based on the assumption that cooperation leads to peer learning. The concept of the Zone of Proximal Development (ZPD) defined by Vygotsky is essential to the understanding of their ideas about the relationship between development and learning. The study of the relationship game and education...

‣ Uma arquitetura para aprendizagem colaborativa utilizando a integração web e TV digital integrativa; An architecture for collaborative learning using the integration web and integrative TV digital

Dias Júnior, Maurício Vieira
Fonte: Universidade Federal de Alagoas; BR; Modelagem Computacional de Conhecimento; Programa de Pós-Graduação em Modelagem Computacional de Conhecimento; UFAL Publicador: Universidade Federal de Alagoas; BR; Modelagem Computacional de Conhecimento; Programa de Pós-Graduação em Modelagem Computacional de Conhecimento; UFAL
Tipo: Dissertação Formato: application/pdf
Português
Relevância na Pesquisa
68.049985%
The Interactive Digital TV (TVDi) arises in society as an important resource for the promotion of learning, collaborative mainly, in response to technological developments television, and as a way to attend the need to strengthen education in the world. Given this perception, starting from one of the areas of learning sciences entitled CSCL (Computer-Supported Collaborative Learning), designed a research project, based on collaborative components, the result of which is characterized by an architecture for interaction using the Web and TV digital return channel via online, in order to make lessons more dynamic and virtual classroom learning and facilitate extracurricular student, without sacrificing entertainment medium that television provides the learner in his family and social context. The T-questions proposed environment enables virtual interactions and F2F (face to face), favoring a particular type of blended learning (b-learning) in the environment where the student is inserted, enhancing collaboration in order to motivate him to learn. Thus, in this dissertation, was developed a collaborative architecture combining NCL and LUA languages, with the support of the Brazilian middleware emulator - Ginga, composed of two modules: Web-Teacher-Student and TVDi...

‣ Aprendizagem Colaborativa como método de apropriação do conhecimento químico em sala de aula; Collaborative Learning as a method of appropriation of chemical knowledge in the classroom

SILVA, Vitor de Almeida
Fonte: Universidade Federal de Goiás; BR; UFG; Mestrado em Educação em Ciências e Matemática; Ciências Exatas e da Terra Publicador: Universidade Federal de Goiás; BR; UFG; Mestrado em Educação em Ciências e Matemática; Ciências Exatas e da Terra
Tipo: Dissertação Formato: application/pdf
Português
Relevância na Pesquisa
67.9013%
This research analyzed the relevance of the social interaction in teaching-learning processes, considering the Collaborative Learning as the methodology. Thus, texts from periodic Química Nova na Escola were used for reading and therefore analysis of the social interaction processes between the peers. From reading and comprehension of chemistry conceptions of the texts, the students should interact with their peers and to use the collaboration as a way of promoting understanding and helping the classmate to build a solid knowledge. The objects employed to analysis were peer moments interaction, teacher-student interactions as well, and the comprehension and learning of chemistry concepts considering the collaborative methodology. The analysis of data defined categories which established a pattern behavior and guided us to relation between learning collaboration and social interaction in the classroom. Therefore, the analysis signalizing a tool to be used to build an effective and autonomous process of teaching-learning. The results showed that in considering the peers as leading figure for the cognitive development, the projection of teaching-learning processes need to go beyond social interaction. This means the teacher‟s role is fundamental for interaction between peers and should be considered as a factor of cognitive development. Hence...

‣ Using collaborative learning tools in a mult-institutional approach for teaching professional issues

Griffin, Joe
Fonte: University of Limerick Publicador: University of Limerick
Tipo: info:eu-repo/semantics/conferenceObject; all_ul_research; ul_published_reviewed
Português
Relevância na Pesquisa
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peer-reviewed; Collaborated learning management tools (CLMT) were used as part of the teaching and assessment process with a cohort of computer science students from three universities in Ireland, England and the USA in the area of professional issues (the legal, ethical and social aspects of computing). Students in the cohort used asynchronous communication tools to work in virtual groups to solve a moral/legal dilemma case study. They were originally assessed on a written report based on the content of their postings to a discussion board. Subsequently a framework for the assessment of critical thinking developed by Anderson et al (2001) was used to analyse the discussion threads produced by the same learners. This paper describes the naauter of this study, discusses the use of computer-mediated communication (CMC) in the teaching and assessment of professional issues and reflects on the possible links between the use of CLMT in a collaborative learning situation and the development of higher order critical thinking skills in tertiary level students.

‣ Selection and use of a web based collaborative learning management tool to teach professional issues

Griffin, Joe
Fonte: University of Limerick Publicador: University of Limerick
Tipo: info:eu-repo/semantics/conferenceObject; all_ul_research; ul_published_reviewed
Português
Relevância na Pesquisa
67.539062%
peer-reviewed; Professional Issues in Software Engineering (PISE) is a final year undergraduate module for computer science students that focuses on the legal, ethical and social aspects of computing. The ethical strand of this module, which aims to develop moral reasoning in the learners, has in the past proved to be the most difficult for students to grasp. Recent research indicates that working in groups can contribute to the development of moral reasoning[1]. However, group work also brings with it problems of identifying and assessing individual contributions [2]. During the current academic year a commercially available collaborative learning management tool (CLMT), Blackboard, has been used to enable a large cohort (130 students) to be taught and assessed using a group based approach. This paper applies a framework [3] to identify suitable tools and examines the use of this CLMT in teaching PISE. It gives details of the different facilities offered by the system, an analysis of how these were used and some reflections on the strengths and weaknesses of Blackboard.

‣ Easing the transition: A collaborative learning approach

Falkner, K.; Munro, D.
Fonte: ACS; Australia Publicador: ACS; Australia
Tipo: Conference paper
Publicado em //2009 Português
Relevância na Pesquisa
67.845625%
Engaging first year students is a difficult problem, as students must develop independent study skills while concurrently mastering their chosen topic. At the same time, they find themselves in an alien environment, removed from their peer group and anonymised by University structures. Retention is of particular concern within ICT as across Australia, and globally, we have seen a recent dramatic drop in number of students applying for ICT degrees, and poor progression and retention rates. Collaborative learning is a strategy that involves the students themselves in the ownership and direction of their learning; each student is responsible for not only their own learning but of the learning of the group. In this paper we describe our approach to student engagement based on applying a range of collaborative learning techniques within an introductory Computer Science course, addressing specifically the task of collaborative problem solving. Results from three years of adopting this change in teaching methodology indicate increased student confidence, participation and student ability.; Katrina Falkner and David S. Munro

‣ Designing and supporting collaborative learning activities

Falkner, K.; Falkner, N.
Fonte: ACM Digital Library; online Publicador: ACM Digital Library; online
Tipo: Conference paper
Publicado em //2013 Português
Relevância na Pesquisa
67.97047%
This session will help participants understand the importance of, and challenges in, introducing collaborative learning within introductory Computer Science curricula. At the University of Adelaide, we have designed our first year curriculum, a sequence of three courses, around collaborative learning - in this session we explore our experiences in developing collaborative activities, collaborative assessment and appropriate training for staff, academic and sessional, involved in collaborative sessions. Based on a seven year programme of designing and undertaking collaborative activities, we will discuss our successes, and our failures, in the use of collaborative learning techniques.; http://www.sigcse.org/sigcse2013/; Katrina Falkner, Nickolas J.G. Falkner

‣ Collaborative learning in multi-user virtual environments

Ibáñez, María Blanca; García Rueda, José Jesús; Maroto, David; Delgado Kloos, Carlos
Fonte: Elsevier Publicador: Elsevier
Tipo: info:eu-repo/semantics/acceptedVersion; info:eu-repo/semantics/article
Publicado em /11/2013 Português
Relevância na Pesquisa
68.05501%
Multi-user virtual environments (MUVEs) have captured the attention and interest of educators as remote collaborative learning environments due to their immersion, interaction and communication capabilities. However, productive learning interactions cannot be considered a given and careful consideration of the design of learning activities and organizational support must be provided to foster collaboration. In this paper, a model to support collaborative learning in MUVEs is presented. This model enables the scaffolding of learning workflows and organizes collaborative learning activities by regulating interactions. Software architecture is developed to support the model, and to deploy and enact collaborative learning modules. A user-centered design has been followed to identify successful strategies for modeling collaborative learning activities in a case study. The results show how interactions with elements of 3D virtual worlds can enforce collaboration in MUVEs.

‣ Los Encuentros de Innovación en Docencia Universitaria : un entorno para el aprendizaje colaborativo del profesorado y el alumnado; The Innovation Workshops on Higher Education : an environment for the teachers' and students' collaborative learning

Margalef García de Sotelsek, Leonor
Fonte: Universidad de Alcalá de Henares. Servicio de Publicaciones Publicador: Universidad de Alcalá de Henares. Servicio de Publicaciones
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
67.461025%
Los "Encuentros de Innovación en Docencia Universitaria" que se desarrollan en la Universidad de Alcalá son un entorno para generar una red y unos vínculos entre el profesorado y el alumnado. El objetivo de este artículo es analizar "qué aprende el profesorado" a través de estas redes. En primer lugar, se describe el contexto en el que se desarrollan los Encuentros de Innovación y los referentes teóricos que sustentan a esta acción formativa. A continuación, se describen los objetivos, las metodologías y la evolución de los encuentros. Por último, se comparten algunos de sus resultados y aportes. Entre ellos, se destaca la importancia de estos encuentros para mantener activa una comunidad de prácticas para el desarrollo profesional del profesorado y para fortalecer la comunicación y el aprendizaje colaborativo con el alumnado.; The Innovation Workshops on Higher Education hosted by the University of Alcalá constitute an environment to create networks and relations between teachers and students. The aim of this paper is to analyze what is learned by students and teachers through this networking. First to all, the context in which these workshops take place and the theory behind these formative strategies are described. Second...

‣ Collaborative learning: students’ perceptions and experiences.

Almajed, Abdulaziz Ali R.
Fonte: Universidade de Adelaide Publicador: Universidade de Adelaide
Tipo: Tese de Doutorado
Publicado em //2015 Português
Relevância na Pesquisa
68.04286%
Learning collaboratively has been used to develop attributes and skills needed by dental graduates in the 21st century and is suggested to have a number of advantages. However, it can be challenging for students in terms of self-directed learning and group cooperation. To design effective collaborative learning (CL) activities, we need to explore students’ perceptions of the core features of effective CL as students’ learning outcomes are influenced by their perceptions of their learning context. Therefore, the aim was to identify evidence about dental students’ perceptions and experiences of CL to optimise CL approaches and outcomes for the education of dental and health professionals. This aim was addressed through two studies. Study One was a comprehensive systematic review of the best available qualitative and quantitative evidence about dental and medical students’ experiences of CL. Study Two aimed to explore students’ understandings of the core elements necessary for learning collaboratively Following methods and tools recommended by the Joanna Briggs Institute for systematic reviews, 19 papers of acceptable quality were included in the systematic review. The review identified students’ perspectives regarding positive and negative factors that influenced their learning. Positive factors included maintaining group cohesion...

‣ Collaborative learning and anxiety a phenomenographic study of collaborative learning activities

Falkner, K.; Falkner, N.; Vivian, R.
Fonte: ACM; USA Publicador: ACM; USA
Tipo: Conference paper
Publicado em //2013 Português
Relevância na Pesquisa
67.941226%
Collaborative learning encourages deeper learning, producing significant benefit in learning outcomes. There has been an increasing trend to adopt collaborative activities, due to the expected learning benefits but also because of the expected social benefits and their impact on transition concerns. However, collaborative activities may also introduce additional stress and anxiety for students as they cope with altered participation expectations, and the need to develop collaboration, communication and management skills concurrently with their discipline skills. In this paper we describe a phenomenographic analysis of student's reflections on collaborative activities, including their perceptions of the purpose of such activities, and corresponding behaviours.; Katrina Falkner, Nickolas J.G. Falkner, Rebecca Vivian

‣ Evaluating Collaborative Learning Processes using System-based Measurement

Ortega, Manuel; Pino, José A.; Klobas, Jane; Renzi, Stefano; Guerrero, Luis A.; Redondo, Miguel A.; Bravo, Crescencio; Collazos, César A.
Fonte: Universidade do Chile Publicador: Universidade do Chile
Tipo: Artículo de revista
Português
Relevância na Pesquisa
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Much of the research on collaborative work focuses on the quality of the group outcome as a measure of success. There is less research on the collaboration process itself, but an understanding of the process should help to improve both the process and the outcomes of collaboration. Understanding and analyzing collaborative learning processes requires a fine-grained analysis of group interaction in the context of learning goals. Taking into account the relationships among tasks, products and collaboration this paper presents a set of measures designed to evaluate the collaborative learning process. We emphasise: direct system-based measures based on data produced by a collaborative learning system during the collaboration process, and suggest that these measures can be enhanced by also considering participants’ perceptions of the process.