Collaborative Scenarios to Promote Positive Interdependence among Group Members

Collázos, César A.; Guerrero, Luis A.; Pino, José A.; Ochoa, Sergio F.

doi:10.1007/978-3-540-39850-9_30

Cited by 33 publications

(20 citation statements)

References 8 publications

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“…Finally, the work of Collazos et al (2003) proposed an integration of different sources of data in the analysis and evaluation of different collaborative learning processes in order to promote positive interdependence among group members; however, they focused and based their findings on laboratory experiments. In fact, existing approaches have not yet managed to meet regulation needs satisfactorily, since most of them focus on experimental situations, which do not exactly reflect the issues and problems of a real situation.…”

Section: Review Of Existing Researchmentioning

confidence: 99%

SAMOS: a model for monitoring students' and groups' activities in collaborative e-learning

Juan

Daradoumis

Faulín

et al. 2009

IJLT

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We address the issue of monitoring students' and groups' activities in online collaborative learning environments. Such monitoring can provide valuable information to online instructors, who may guide and support the development of efficient collaborative learning projects. We have developed and tested an information system, Student Activity Monitoring using Overview Spreadsheets (SAMOS), which facilitates the automatic generation of weekly monitoring reports derived from data contained in server log files. These reports provide online instructors with visual information regarding students' and groups' activity, thus allowing for a quick and easy classification of students and groups according to their activity level. That way, entities with a low activity level are easily identified, which allows the establishment of just-in-time assistance for them. Furthermore, instructors can use complementary qualitative monitoring reports, issued by the students themselves, to anticipate potential problems -such as student dropouts or possible conflicts inside the groups -and take operational and tactical decisions to handle them. 54 A.A. Juan, T. Daradoumis, J. Faulin and F. Xhafa

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Section: Review Of Existing Researchmentioning

confidence: 99%

SAMOS: a model for monitoring students' and groups' activities in collaborative e-learning

Juan

Daradoumis

Faulín

et al. 2009

IJLT

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“…Collaborative distance learning involves a variety of elements and factors that have to be considered and measured in order to analyse and assess group and individual performance more effectively and objectively ( [9,25]). Our approach integrates different data sources, tools and techniques which allow the tutor to supervise, guide and evaluate the collaborative learning process.…”

Section: Setting the Basis Of A Layered Conceptual Model For Evaluatimentioning

confidence: 99%

E-Assessment of Individual and Group Learning Processes

Snåšel¹,

Abraham²,

Martinovič³

et al. 2012

Jnl of Comp & Theo Nano

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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 of this 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 the use 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 scaffolding. The interaction analysis process is completed by defining and applying two more layers: a social network analysis of the group activity and participation behavior and a quantitative analysis of group effectiveness as regards task achievement and active interaction involvement. Our work defines a grounded and holistic conceptual model that describes on-line collaborative learning interactions sufficiently and applies it in a real, web-based, complex and long-term collaborative learning situation. An in-depth empirical evaluation of the conceptual model is fully discussed, which demonstrates the usefulness and value of the approach.

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“…Students need to perceive that they can learn only if other group members achieve their goals. The teacher must therefore propose a clear group goal in such a way that students are able to learn the assigned material (Collazos, Guerrero, Pino, & Ochoa, 2003a). An example could be asking a group of students to reach a consensus, hand in one problem-solving assignment at the end of a class or produce a single graph (R. T. Johnson & Johnson, 2006).…”

Section: Positive Interdependencementioning

confidence: 99%

Design guidelines to foster cooperation in digital environments

Collázos

Padilla-Zea

Pozzi

et al. 2014

Technology, Pedagogy and Education

Self Cite

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A number of researchers argue that cooperative learning can promote greater productivity and more caring, supportive and committed relationships between students, active learning, critical thinking, the achievement of long-term learning objectives, conceptual understanding, long-term retention of information and high levels of student satisfaction. However, to obtain these potential advantages something more than forming and assigning them a common goal is needed: cooperation has to occur. This paper presents guidelines for designing group activities to foster cooperation by focusing on three elements of cooperative learning: (1) positive interdependence, (2) equal participation and (3) individual accountability in both individual and group learning scenarios. The authors also describe a software tool designed according to the model proposed in which some design guidelines have been implemented in order to support cooperative learning activities and allow the cooperative process to be monitored. The preliminary results show that the participants who have interacted with this software tool have obtained good cooperation scores and cooperative abilities have been fostered: participation, engagement and communication during learning activities.

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Collaborative Scenarios to Promote Positive Interdependence among Group Members

Cited by 33 publications

References 8 publications

SAMOS: a model for monitoring students' and groups' activities in collaborative e-learning

SAMOS: a model for monitoring students' and groups' activities in collaborative e-learning

E-Assessment of Individual and Group Learning Processes

Design guidelines to foster cooperation in digital environments

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