Abstract
Collaborative learning has a number of potential benefits, which do not always occur, partially due to the difficulties that students and teachers have to establish good social interaction patterns. These interaction patterns depend on the roles assumed by participants in the learning process. In real practice, teachers need support to be able to detect these emergent roles and undesired interaction patterns, especially if collaboration is mediated by computers, and thus is not directly observable by humans. Interaction analysis (IA) methods and tools are adequate to support the regulation of the collaborative activities, using the analysis results to provide adequate feedback to the different participants in their specific roles. We have proposed a role-based approach supported by a tool called Role-AdaptIA to detect and help to solve problematic situations in authentic computer supported collaborative learning (CSCL) scenarios. Role-AdaptIA is an adaptive interaction analysis tool based on a theoretical framework for the description of roles. The framework permits to define and characterize the roles to take into account in a given situation. Based on this information, Role-AdaptIA automatically detects role changes during the development of the collaborative experiences and warns the teacher about these changes. With this advice, the teacher is able to regulate the collaboration, providing support to the students to improve their interaction patterns. This chapter presents four examples of how Role-AdaptIA was used by teachers in order to regulate collaboration, detecting and solving undesired collaborative situations in several University courses where we have applied CSCL methods during the last years.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Koschmann, T.: Paradigms shift and instructional technology. In: Koschmann, T. (ed.) CSCL: Theory and practice of an emerging paradigm, pp. 1–23. Lawrence Erlbaum, Mahwah (1996)
Dillenbourg, P.: Introduction; What do you mean by “Collaborative Learning?”. In: Dillenbourg, P. (ed.) Collaborative Learning. Cognitive and Computational Approaches, pp. 1–19. Elsevier Science Ltd., Oxford (1999)
Jermann, P., Soller, A., Lesgold, A.: Computer software support for CSCL. In: Dillenbourg, P., Strijbos, J.W., Kirschner, P.A., Martens, R.L. (eds.) Computer-supported collaborative learning: What we know about CSCL.. and implementing it in higher education, vol. 3, pp. 141–166. Kluwer Academic Publishers, Boston (2004)
Edwards, W.K.: Policies and Roles in Collaborative Applications. In: Proceedings of the 1996 ACM Conference on CSCW, pp. 11–20. ACM Press, New York (1996)
Soller, A., Martínez, A., Jermann, P., Muehlenbrock, M.: From Mirroring to Guiding: A Review of the State of the Art Technology for Supporting Collaborative Learning. International Journal on Artificial Intelligence in Education (15), 261–290 (2005)
Marcos-Garcia, J., Martínez-Monés, A., Dimitriadis, Y., Anguita-Martinez, R.: A role-based approach for the support of collaborative learning activities. e-Services Journal 6(1) (2007)
Marcos-García, J.A., Martínez-Monés, A., Dimitriadis, Y., Rodríguez-Triana, M.J.: Role-AdaptIA: A role-based adaptive tool for interaction analysis. In: ICLS workshop, Utrecht, The Netherlands, June, 23-24 (2008)
Wasserman, S., Faust, K.: Social Network Analysis: Methods and Applications. Cambridge University Press, Cambridge (1994)
Wenger, E.: “Communities of practice. In: Learning, meaning and identity, Cambridge University Press, Cambridge
Sfard, A.: On two metaphors for learning and the dangers of choosing just one. Educational Researcher 27, 4–13 (1998)
Scott, J.: Social Network Analysis: A handbook, 2nd edn. Sage Publications, Thousand Oaks (2000)
Marcos, J.A., Martínez, A., Dimitriadis, Y., Anguita, R.: Adapting interaction analysis to support evaluation an regulation: a case study. In: Proceedings of the 6th International Conference on Advanced Learning Technologies, ICALT 2006, Kerkrade, The Netherlands, July 2006, pp. 125–129 (2006)
Marcos, J.A., Martínez, A., Dimitriadis, Y.A., Anguita, R.: Interaction analysis for the detection and support of participatory roles in CSCL. In: Dimitriadis, Y.A., Zigurs, I., Gómez-Sánchez, E. (eds.) CRIWG 2006. LNCS, vol. 4154, pp. 155–162. Springer, Heidelberg (2006)
Martínez, A., Dimitriadis, Y., Tardajos, J., Velloso, O., Villacorta, M.: Integration of SNA in a mixed evaluation approach for the study of participatory aspects of collaboration’. In: European Conference on Computer Supported Collaborative Work (ECSCW 2003), workshop on Social Networks, Helsinki, Finland (2003)
ITCOLE Research Project. About Synergeia (retrieved November 2008), http://bscl.gmd.de
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer-Verlag Berlin Heidelberg
About this chapter
Cite this chapter
Marcos-García, J.A., Martínez-Monés, A., Dimitriadis, Y., Anguita-Martínez, R., Ruiz-Requies, I., Rubia-Avi, B. (2009). Detecting and Solving Negative Situations in Real CSCL Experiences with a Role-Based Interaction Analysis Approach. In: Daradoumis, T., Caballé, S., Marquès, J.M., Xhafa, F. (eds) Intelligent Collaborative e-Learning Systems and Applications. Studies in Computational Intelligence, vol 246. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-04001-6_9
Download citation
DOI: https://doi.org/10.1007/978-3-642-04001-6_9
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-04000-9
Online ISBN: 978-3-642-04001-6
eBook Packages: EngineeringEngineering (R0)