Monitoring and Assessment in Online Collaborative Environments: Emergent Computational Technologies for E-learning Support | Date: 28 April 2011, 06:49
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Monitoring and Assessment in Online Collaborative Environments: Emergent Computational Technologies for E-learning Support (Premier Reference Source)
By Angel A. Juan, Thanasis Daradoumis, Fatos Xhafa, Santi Caballe, Javier Faulin
* Publisher: Information Science Reference
* Number Of Pages: 319
* Publication Date: 2009-08-21
* ISBN-10 / ASIN: 1605667862
* ISBN-13 / EAN: 9781605667867
Product Description:
Due to growing technologies for learning processes, universities are making modifications in the development and construction of courses and services they offer. Monitoring and Assessment in Online Collaborative Environments: Emergent Computational Technologies for E-Learning Support focuses on new models and systems that perform efficient evaluation of student activity in Internet-based education. Containing research from leading international experts, this Premier Reference Source introduces original case studies and experiences of educators worldwide regarding e-learning activities.
Table of Contents:
Foreword
Section I: Tools and Applications for Monitoring in E-Learning
This section contains four chapters which are focused on web-based tools that aim to monitoring learning processes, assist students in real-time and provide them with personalized feedback and support.
Chapter I: Web-Based Multimedia Tools for Monitoring and E-Learning
The authors propose a methodology focused in monitoring both learning and resources. An application of web-based multimedia tools as a complement to the traditional e-learning materials to improve the quality of teaching is presented. The authors also show the advantages of providing the students with more familiar multimedia materials suitable for being transported and consulted in mobile devices.
Chapter II: Standardization in User Modeling and Learning Objects Retrieval: Recent Contributions
The authors approach the adaptation and personalization of the information and instruction offered to the online learners and groups in online e-learning environments. They consider the Adaptive Educational Hypermedia Systems (AEHS) and address the need of standardization of user assessment in such environment. Thereafter, the authors provide a classification of some basic assessment aspects of an AEHS user as well as the basis for the development of a generic architecture for the retrieval of standardized Learning Objects.
Chapter III: Virtual co Learner: An Approach Against Learner’s Isolation in Asynchronous E-Learning
This chapter introduces the Virtual co Learner system aimed at using the behavior of a learning companion suitable to the user’s cognitive and learning styles. The proposed collaborative system runs asynchronously and reuses digitized material in the system. The motivation behind the system is to increase matching of real and simulated learners who have similar cognitive characteristics so that learning procedure becomes more efficient and productive.
Chapter IV: Time-Shifted Online Collaboration: Creating Teachable Moments through Automated Grading
This chapter considers online collaboration in a distributed e-learning environment. The authors describe the usefulness of web-based automated essay grading to provide extensive real-time data for monitoring and enhancing e-learning activities. By examining real data from student use of this software, it is evidenced that students take advantage of the proposed learning environment to revise and resubmit their work, which helped improving their final. The success of the proposed learning environment resides in its ability to provide detailed, personalized feedback to students in real time.
Section II: Tracking, Feedback and Monitoring
This section contains several theoretical frameworks and practical models to monitoring both individual and collaborative activity in online scenarios, so that convenient feedback can be provided. Virtual teams’ behavior is analyzed and main informational necessities for each different actor are highlighted.
Chapter V: Expertiza: Managing Feedback in Collaborative Learning
The author proposes Expertiza –a system for managing all kinds of communication that is involved in assessment of project work. Experimental studies showed that by using this system students are capable of producing work that can be used for teaching purposes.
Chapter VI: Improving the Performance of Virtual Teams through Team Dynamics
This chapter approaches the operation of virtual teams in organizations. The study is based on qualitative data collected by interviewing 20 virtual team managers and members of 20 different organizations. The objective is to analyze what projects virtual team participated in, how virtual teams operate and the difficulties virtual teams face.
Chapter VII: Monitoring Activity in E-Learning: a Quantitative Model Based on Web Tracking and Social Network Analysis
This chapter focuses on the monitoring of students’ activities in e-learning. To that end, the authors start from a socio-cultural approach to the notion of activity, which is conceived in terms of actions, which, in turn, are composed by operations. The definitions of activity, action and operation are then used in defining a model for monitoring activities in e-learning. The model accounts for indicators measure individuals’ actions within a web environment. Moreover, the authors consider the application of Social Network Analysis to web interactions occurring in collective discussions within web environments.
Chapter VIII: Monitoring Students’ Activity and Performance in Online Higher Education: A European Perspective
This chapter introduces the reader in the new scenario defined by the recently created European Higher Education Area and by the increasing use of learning management systems in higher education worldwide. Then, authors discuss the importance of monitoring students’ and groups’ activity and performance, and review some of the monitoring tools already available in the market. Finally, they aim to identify which the informational necessities of online instructors and students are, and propose some graphs for the monitoring process.
Chapter IX: A Model for Monitoring and Evaluating CSCL
This chapter deals with the issue of monitoring and evaluating CSCL processes. The approach is based on effective organization of information drawn through monitoring online courses. The authors present thereafter a general purpose model for organizing this information, which serves to make the monitoring, assessment and evaluation processes more systematic and effective.
Section III: Assessment Approaches
In this final section, some works related to assessment processes in online collaborative learning are presented. Self-assessment importance is discussed and some real experiences regarding monitoring and assessment processes are introduced and analyzed.
Chapter X: Nonverbal Communication as a Means to Support Collaborative Interaction Assessment in 3D Virtual Environments for Learning
The authors describe a learning scenario, situated in 3D Collaborative Virtual Environments, in which the user’s graphical representation is the means to express nonverbal communications. The proposal aims at inferring indicators of collaborative interaction and their use to foster collaboration in a learning task situation. An exploratory study that consisted in the analysis of a real life situation during a collaborative task accomplishment exemplifies the proposed approach and its empirical analysis.
Chapter XI: Improvement of Self-Assessment Effectiveness by Activity Monitoring and Analysis
This chapter tackles the self-assessment as one of the crucial activities in e-learning. The authors present a recommender software system that aims at improving the effectiveness of self-assessment activities. The methodology for obtaining improvement of self-asse
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