The affordance of anchored discussion for the collaborative processing of academic texts

A system for “anchored discussion” is compared with a system for traditional forum discussion (Blackboard), and their collaborative and communicative affordances for the collaborative processing of academic texts are investigated. Results show that discussion in the system for anchored discussion is more directed at processing the meaning of texts than discussion in the traditional forum, which is more oriented towards the sharing of personal opinions and experiences. This difference in orientation produces a more constructive collaboration in the system for anchored discussion, versus a more debate-like collaboration in the forum discussion. Additionally, while messages in the traditional forum resemble usual discussion or email conversation and contain social and regulative comments, discussion in the system for anchored discussion is seen to be more efficient and “to-the-point.” We conclude that for collaborative text comprehension by undergraduate students, anchored discussion might be more suitable than traditional forum discussion. Finally, the observed differences can be explained by the stronger defined collaborative context in the system for anchored discussion, which focuses participants’ collaborative intentions and their frames of reference.     

CSCL系统中的学习效果评估

介绍了计算机支持的协同学习的基本理论及模型,并在此基础上构建了教学评估系统.通过将GSPT概念引入CSCL领域,有效地解决了网络教学效果的评估问题,通过构建双闭环学习评估系统,将学生个体学习的效果和整体课程教学效果有机地结合了起来,用PCE和模糊评估法解决评估系统的关键问题.     

Community Support for Constructionist Learning

MOOSE Crossing is a text-based virtual reality environment (or MUD) designed to be a constructionist learning environment for children ages eight to thirteen. The constructionist philosophy of education argues that learning through designing and constructing personally meaningful projects is better than learning by being told. Children on MOOSE Crossing learn computer programming and improve their reading and writing by working on self-selected projects in a self-motivated, peer-supported fashion. In experience with over 180 children and 90 adults using the system since October 1995, we have found that the community provides essential support for the children's learning experiences. The community provides role models; situated, ubiquitous project models; emotional support to overcome technophobia; technical support; and an appreciative audience for completed work. This paper examines the nature of that support in detail, and argues that community support for learning is an essential element in collaborative work and learning on the Internet.     

基于CSCL的网络协同学习系统

以CSCL相关理论为基础,以“教师为主导、学生为主体”为设计思想,以Visual Studio.Net为开发环境,采用ASP.NET开发语言和Microsoft SQL Server 2000数据库,设计了跨平台B/S结构的网络协同学习系统.描述了各子系统功能,并给出了实现协同学习中互动式讨论和共享机制的具体程序.     

基于角色和CSCL的多Agent协作过程研究

网络环境下多Agent协作问题是当前MAS研究的主要方向。在一种新型的智能CSCL模型RICL的基础上,研究CSCL系统中基于角色的多Agent协作问题,给出基于角色的群体交互和协同规则,从而为协作问题求解提供一个新的模式。     

An exploration of students' strategy use in inquiry-based computer-supported collaborative learning

Abstract The aim of this study is to investigate students' use of cognitive learning strategies in inquiry-based computer-supported collaborative learning (CSCL). A process-oriented interview framework on cognitive activity, self-regulation and motivation, and a coding category for analysing cognitive learning strategies and cognitive self-regulation was developed. The students of an intervention group (n=18) participating in inquiry-based CSCL and a comparison group (n=8) were interviewed six to eight times during the 3 years of the study. The results derived from the mixed-method analysis of altogether 161 interviews were compared between the two groups. The results indicate that the students who participated in the inquiry-based CSCL activities reported deeper-level cognitive strategies such as monitoring, creating representations and sharing information collaboratively. The students of the comparison group reported more surface-level strategies such as memorization. However, the findings concerning the utility of CSCL inquiry on cognitive learning strategies were not uniformly positive. It was found that the students of the comparison group reported significantly more strategies under the category of content evaluation. Nevertheless, the results suggest that computer-supported inquiry-based learning can enhance the use of cognitive strategies that support learning.     

Understanding knowledge-sharing breakdowns: a meeting of the quantitative and qualitative minds

Abstract The rapid advance of distance learning and networking technology has enabled universities and corporations to reach out and educate students across time and space barriers. Although this technology enables structured collaborative learning activities, online groups often do not enjoy the same benefits as face‐to‐face learners, and their instructors often do not have time to actively support and mediate the online collaboration. This article demonstrates our capacity to computationally model, analyse, and support online student interaction, in particular knowledge sharing. A unique combination of qualitative analysis and artificial intelligence methods was designed to (a) recognize when students are having trouble learning the new concepts they share with each other, and (b) understand why they are having trouble, so that we might assist an instructor or intelligent coach in mediating group knowledge‐sharing activities.     

How do argumentation diagrams compare when student pairs use them as a means for debate or as a tool for representing debate?

The objective of the research presented here was to study the influence of two types of instruction for using an argumentation diagram during pedagogical debates over the Internet. In particular, we studied how using an argumentation diagram as a medium of debate compared to using an argumentation diagram as a way of representing a debate. Two groups of students produced an individual argument diagram, then debated in pairs in one of the two conditions, and finally revised their individual diagrams in light of their debate. We developed an original analysis method (ADAM) to evaluate the differences between the argumentation diagrams constructed collaboratively during the interactions that constituted the experimental conditions, as well as those constructed individually before and after debate. The results suggest a complementary relationship between the usage of argumentation diagrams in the framework of conceptual learning. First, students who were instructed to use the argumentation diagram to represent their debate were less inclined to take a position in relation to the same graphical element while collaborating. On the other hand, students who were instructed to use the argumentation diagram alongside a chat expressed more personal opinions while collaborating. Second, the instructions given to the participants regarding the use of the argumentation diagram during the collaborative phase (either for debate or for representing a chat debate) have a significant impact on the post-individual graphs. In the individual graphs revised after the collaborative phase, participants who used the graph to represent their debate added more examples, consequences and causes. It follows that a specific usage for an argumentation diagram can be chosen and instructions given based on pedagogical objectives for a given learning situation.     

CSCL系统的关键技术研究

协同学习(Cooperative Learn ing,CL)是一种教学理论与策略,用于改善课堂气氛,提高学生的学业。计算机支持的协同工作(Computer Supported CooperativeW ork,CSCW)是研究如何利用计算机和网络技术在协同工作中充分发挥作用。计算机支持的协作学习(Computer Supported Cooperative Learn ing,CSCL)是CL与CSCW的交叉研究领域,它研究如何将计算机技术与网络技术运用到协同学习中,使学习小组成员能够获得良好的协作学习效果。