E-Assessment of Individual and Group Learning Processes

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989100%3A27240%2F12%3A86084531" target="_blank" >RIV/61989100:27240/12:86084531 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1166/jctn.2012.2023" target="_blank" >http://dx.doi.org/10.1166/jctn.2012.2023</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1166/jctn.2012.2023" target="_blank" >10.1166/jctn.2012.2023</a>

Jazyk výsledku

angličtina

Název v původním jazyce

E-Assessment of Individual and Group Learning Processes

Popis výsledku v původním jazyce

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 ofthis 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 theuse 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 scaffol

Název v anglickém jazyce

E-Assessment of Individual and Group Learning Processes

Popis výsledku anglicky

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 ofthis 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 theuse 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 scaffol

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

IN - Informatika

OECD FORD obor

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Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2012

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Computational and Theoretical Nanoscience

ISSN

1546-1955

e-ISSN

—

Svazek periodika

9

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

18

Strana od-do

286-303

Kód UT WoS článku

000302837800014

EID výsledku v databázi Scopus

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