TY - JOUR
T1 - Assessing process in CSCL
T2 - An ontological approach
AU - Kumar, Vive S.
AU - Gress, Carmen L.Z.
AU - Hadwin, Allyson F.
AU - Winne, Phillip H.
N1 - Funding Information:
Support for this research was provided by grants from the Social Sciences and Humanities Research Council of Canada to P. H. Winne (410-2001-1263), and P. H. Winne (principal investigator), A. F. Hadwin and V. Kumar (co-investigators) (512-2003-1012), and from the Natural Sciences and Engineering Research Council of Canada to V. Kumar ( www.lornet.org ).
PY - 2010/9
Y1 - 2010/9
N2 - Educational technology innovations enable students to collaborate in online educational tasks, across individual, institutional, and national boundaries. However, online interactions across these boundaries are seldom transparent to each other. As a result, students are not motivated to share their best learning practices. Also, there is no singular basis on which one can compare learning practices of multiple students. In addressing these problems, we offer a solution that encourages students to record and share their learning interactions using our ontology-oriented theory-centric software tool. In doing so, students not only observe the products of their learning but also the process of how they learnt. These unique and computationally formal recordings of learning interactions not only allow educators to observe how learners learn, but also provide opportunities for learners to reflect on their understanding of meta-cognitive processes that they employed or neglected in their learning. Further, these recordings feed our software system to autonomously analyze students' learning behaviour and to actively promote self- and co-regulation among learners. This article presents the need for such a system, the architecture of the system, and concludes with key experimental observations from software prototypes.
AB - Educational technology innovations enable students to collaborate in online educational tasks, across individual, institutional, and national boundaries. However, online interactions across these boundaries are seldom transparent to each other. As a result, students are not motivated to share their best learning practices. Also, there is no singular basis on which one can compare learning practices of multiple students. In addressing these problems, we offer a solution that encourages students to record and share their learning interactions using our ontology-oriented theory-centric software tool. In doing so, students not only observe the products of their learning but also the process of how they learnt. These unique and computationally formal recordings of learning interactions not only allow educators to observe how learners learn, but also provide opportunities for learners to reflect on their understanding of meta-cognitive processes that they employed or neglected in their learning. Further, these recordings feed our software system to autonomously analyze students' learning behaviour and to actively promote self- and co-regulation among learners. This article presents the need for such a system, the architecture of the system, and concludes with key experimental observations from software prototypes.
KW - Computer-supported collaborative learning
KW - GStudy
KW - Ontology
KW - Trace data
UR - http://www.scopus.com/inward/record.url?scp=77955279522&partnerID=8YFLogxK
U2 - 10.1016/j.chb.2007.07.004
DO - 10.1016/j.chb.2007.07.004
M3 - Journal Article
AN - SCOPUS:77955279522
SN - 0747-5632
VL - 26
SP - 825
EP - 834
JO - Computers in Human Behavior
JF - Computers in Human Behavior
IS - 5
ER -