Supporting Members of a Learning Community Using Interaction Analysis Tools: The Example of the Kaleidoscope NoE Scientific Network

Bratitsis, Tharrenos; Dimitracopoulou, Angélique; Martínez‐Monés, Alejandra; Marcos, José M.; Dimitriadis, Yannis

doi:10.1109/icalt.2008.261

Cited by 18 publications

(26 citation statements)

References 4 publications

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“…Other researchers have considered the collaboration context or circumstances as significant features (Durán 2006;Muehlenbrock 2005), because the collaboration context informs other students about the aptitude and capacity of their fellow students to collaborate. Student interactions play an important role in monitoring and analyzing SC (Steffens 2001;Talavera and Gaudioso 2004;Perera et al 2007;Bratitsis et al 2008;Martínez et al 2006;Daradoumis et al 2006;Gaudioso et al 2009;Gómez-Sánchez et al 2009). …”

Section: Key Modeling Issues In Collaborative Learning Systemsmentioning

confidence: 98%

“…The latter can be provided with regulation functionalities and the former with evaluation, although students may also participate in the evaluation process (see below). The student model is used to monitor student behavior (Bratitsis et al 2008), which helps students and teachers alike discover the degree of collaboration, or generate recommendations, which are meant to improve student collaboration Baghaei and Mitrovic (2007). Some researchers have established a relationship between the model's attributes or the collaboration model itself and other models that describe other student features or the learning context.…”

Section: Key Modeling Issues In Collaborative Learning Systemsmentioning

confidence: 99%

“…Talavera and Gaudioso (2004); Perera et al (2007) and Gaudioso et al (2009) stored student interactions in the communications means (chat, forums). Bratitsis et al (2008), Martínez et al (2006) and Daradoumis et al (2006) stored the data according to a social network analysis. Communication plays an important role in collaborative learning, to such an extent that without communication there is no collaboration.…”

Section: Key Modeling Issues In Collaborative Learning Systemsmentioning

confidence: 99%

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Content-free collaborative learning modeling using data mining

Anaya

Boticario

2011

User Model User-Adap Inter

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Modeling user behavior (user modeling) via data mining faces a critical unresolved issue: how to build a collaboration model based on frequent analysis of students in order to ascertain whether collaboration has taken place. Numerous humanbased and knowledge-based solutions to this problem have been proposed, but they are time-consuming or domain-dependent. The diversity of these solutions and their lack of common characteristics are an indication of how unresolved this issue remains. Bearing this in mind, our research has made progress on several fronts. First, we have found supportive evidence, based on a collaborative learning experience with hundreds of students over three consecutive years, that an approach using domain independent learning that is transferable to current e-learning platforms helps both students and teachers to manage student collaboration better. Second, the approach draws on a domain-independent modeling method of collaborative learning based on data mining that helps clarify which user-modeling issues are to be considered. We propose two data mining methods that were found to be useful for evaluating student collaboration, and discuss their respective advantages and disadvantages. Three data sources to generate and evaluate the collaboration model were identified. Third, the features being modeled were made accessible to students in several meta-cognitive tools. Their usage of these tools showed that the best approach to encourage student collaboration is to show only the most relevant inferred information, simply displayed. Moreover, these tools also provide teachers with valuable modeling information to improve their management of the collaboration. Fourth, an ontology, domain independent features 123 182 A. R. Anaya, J. G. Boticario and a process that can be applied to current e-learning platforms make the approach transferable and reusable. Fifth, several open research issues of particular interest were identified. We intend to address these open issues through research in the near future.

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Section: Key Modeling Issues In Collaborative Learning Systemsmentioning

confidence: 98%

Section: Key Modeling Issues In Collaborative Learning Systemsmentioning

confidence: 99%

Section: Key Modeling Issues In Collaborative Learning Systemsmentioning

confidence: 99%

See 1 more Smart Citation

Content-free collaborative learning modeling using data mining

Anaya

Boticario

2011

User Model User-Adap Inter

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show abstract

“…In current LMS-based e-learning scenarios communication is mostly done through forums, and that is why they have been extensively used to reveal relevant students' collaborative characteristics (Dringus & Ellis, 2005). Once the collaboration assessments were inferred, most related research has advocated for displaying assessment to students and teacher (Bratitsis et al, 2008). Our approach is based on frequent and regular analysis of learners' interactions to obtain collaborative assessments that concurs with expert valorizations.…”

Section: Introductionmentioning

confidence: 99%

“…To offer frequent and timely assessment the expert-based analysis approach is almost unaffordable (Bratitsis et al, 2008), only researchers who used quantitative student interaction and automatic methods were able to cope with the requirements ). In current LMS-based e-learning scenarios communication is mostly done through forums, and that is why they have been extensively used to reveal relevant students' collaborative characteristics (Dringus & Ellis, 2005).…”

Section: Introductionmentioning

confidence: 99%