A Computer-Supported Collaborative Learning Design for Quality Interaction

Relationship Between Learning Behaviors and Social Presence in Online Collaborative Learning

“…The visualization system's contents related to learning behaviors, like frequency of markers, memos, and bookmarks in "BookRoll," should be reconsidered. In line with Yamada et al (2015) 's research, we will investigate which functions of system affect perceived and expressive social presence. Moreover, according to the advantages of highlighting learning contents (Yue et al, 2015), we can visualize some detailed information regarding markers, such as highlighting those contents which were deleted by learners.…”

“…Online learning is a widespread learning method uses advanced Information and Communication Technology and CSCL-a field of research and activities wherein people learn together by utilizing computers (Stahl and Koschamann, 2006;Xing et al, 2015;Yamada et al, 2015). With the benefits of CSCL, online discussion aims at hosting knowledge building exercises based on social interaction, including information exchange and information integration.…”

“…We collected 4,198 discussion scripts from the "CQCHAT" chat system during the 2 nd -7 th lectures. In the current study, such scripts were encoded into 3 categories of social presence including 18 indicators by using an automated text classification system (Yamada et al, 2015;Taniguchi et al, 2019) as follows: "affective" includes expressions of emotions (EMOTIONS), use of humor (HUMOR), self-disclosure (SELF-DISCLOSURE), use of unconventional expressions (PARALANGUAGE) and expressing value (VALUE); "open communication" includes continuing a thread (THREAD), quoting from other's messages (QUOTING), referring explicitly to other's messages (REFERRING), asking questions (QUESTION), complimenting or expressing appreciation (APPRECIATION), expressing agreement (AGREEMENT), expressing disagreement (DISAGREEMENT), and personal advice (ADVICE); "group cohesion" includes addressing or referring to participants by name (VOCATIVE), addressing the group as group (INCLUSIVE), serving a purely social function (PHATIC), social sharing (SOCIAL-SHARING), and course reflection (REFLECTION).…”

Collabora : A Collaborative Architecture for Evaluating Individuals Participation During the Development of Activities

“…The collaboration functionality assumes that sharing, dissemination and exchange of information and resources among the learner during the resolution of the activity can be supported by communication tools [20]. It is in the collaboration that negotiation happens, this event is one of the main characteristics of a collaborative activity.…”

Clustering of Learners Based on Knowledge Maps

“…One of the effective cognitive learning support tools is a concept map, which allows learners to make a map connecting important concepts and their ideas. It enhances the use of cognitive learning strategies (e.g., Fiorella and Mayer, 2017) and productive discussions in collaborative learning settings (Yamada et al, 2016).…”