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COMPUTATIONAL DESIGN PRINCIPLES TO SUPPORT THE MONITORING OF THE COLLABORATIVE LEARNING PROCESS

Luis A. Guerrero, CÚsar A. Collazos, JosÚ A. Pino
{luguerre, ccollazo, jpino}@dcc.uchile.cl
Department of Computer Science
Universidad de Chile
Blanco Encalada, 2120, Santiago, Chile
Abstract

Discussions of collaborative learning and its benefits have become common currency in many studies. Proponents argue that it promotes active learning, critical thinking, conceptual understanding, long-term retention of material, and high levels of student satisfaction. Clearly, collaborative learning is an idea whose time has come. Despite this list of impressive potential outcomes and the attention it has received, many teachers are unclear as to what precisely is considered the impact of technology in the collaborative learning. This paper presents a model that pretends to be a useful tool to teachers in order to evaluate and monitor the collaborative learning process. We present a model which includes two aspects: the participation of the teacher during the collaborative learning process, and the inclusion of a strategy that generates conflicts among members of the group. We also describe the development of two software tools based on the model we propose.

Keywords: Collaborative learning processes, CSCL, monitoring CSCL.