Intervention and strategy analysis for web group‐learning

Abstract

Owing to the lack of face‐to‐face interactions, students using a web‐based learning system are likely to study alone and with relatively little classmate support and pressure. Teachers in a web‐based learning system may apply a group‐learning model to overcome this problem. Teachers first need to organise, manage and monitor the group learning and they must take appropriate actions based on teaching strategies to improve the learning achievements of the students. To perform these tasks effectively, teachers must obtain relevant information by analysing the huge volume of web‐access logs or by monitoring web interactions. This paper presents novel methodologies for developing instruments to assist teachers in performing intervention and strategy analysis. The proposed methodologies apply data mining tools provided by existing database management systems. Database techniques, including the multi‐dimensional cube, are then applied to make student web logs meaningful and helpful to teachers in managing group learning. The associate rule mining tool is finally employed to assist teachers in analysing their pedagogical strategies. These tools relieve teachers of tedious data collection and analysis, allowing them to focus on managing the groups to promote students' learning achievement.

Collaborative mentor support in a learning context using a ubiquitous discussion forum to facilitate knowledge sharing for lifelong learning

“…Our previous studies developed and explored group learning in an asynchronous discussion environment in the web‐based Virtual Classroom of the Department of Computer Science and Information Engineering (CSIE) of the National Central University (NCU), Taiwan (Chen, Ou, Liu & Liu, 2001; Chen, Ou & Wang, 2003). Students can perform various learning activities, including reading, messaging, discussing, portfolio assessments and documenting, in the Virtual Classroom.…”

Editorial: E‐learning together

“… peer assessment requiring careful consideration as the competitive element present in current assessment is questioned ( Lin et al ., 2001 ); assessment of both group products and the contribution of individuals leads to the need to analyse group interaction, now visible through email and conference exchanges ( Chen et al ., 2001 ); the nature and value of feedback given to a group ( Buchanan, 2000 ) and incomplete feedback as a stimulus to learners' involvement ( Crook, 2002 ) …”

“…assessment of both group products and the contribution of individuals leads to the need to analyse group interaction, now visible through email and conference exchanges ( Chen et al ., 2001 );…”

Supporting Activity Awareness for Teams-Games-Tournaments with GSM Network

“…Previous studies [9,7] have continuously demonstrated that students learn better in groups than either alone or in competition. Johnson and Johnson [7] conclusively addressed five key guidelines for successful cooperative learning: (1) positive interdependence; (2) face-to-face promotive interaction; (3) individual accountability and personal responsibility; (4) interpersonal and small-group skills; and (5) group processing. In particular, positive interdependence and promotive interactions significantly influence whether other guidelines are fulfilled.…”

“…Another example of cooperative learning is EVA, an interactive web-based collaborative learning environment comprising knowledge, collaboration, consulting and experimentation spaces as a collection of agents and conventional software components working over knowledge domains [8]. Chen et al [2] presented a web-based group-learning system using data mining technology to help teachers observe and manage group-learning activities. Moreover, Hron and Friedrich [5] indicated that Web-based collaborative learning has a strong potential for knowledge acquisition, and proposed addressing issues such levels of social communication, message exchange, cognitive load and learner participation must be considered.…”