Welcome to the InfoSci Platform
Assessing the Performance of Learners Engaged in Computer-Supported Collaborative Problem-Solving Activities

Assessing the Performance of Learners Engaged in Computer-Supported Collaborative Problem-Solving Activities

Symeon Retalis, Ourania Petropoulou, Georgia Lazakidou
Copyright: © 2011 |Pages: 16
ISBN13: 9781616928988|ISBN10: 1616928980|EISBN13: 9781616929008
DOI: 10.4018/978-1-61692-898-8.ch014
Cite Chapter Cite Chapter

MLA

Retalis, Symeon, et al. "Assessing the Performance of Learners Engaged in Computer-Supported Collaborative Problem-Solving Activities." Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical Perspectives, edited by Francesca Pozzi and Donatella Persico, IGI Global, 2011, pp. 245-260. https://doi.org/10.4018/978-1-61692-898-8.ch014

APA

Retalis, S., Petropoulou, O., & Lazakidou, G. (2011). Assessing the Performance of Learners Engaged in Computer-Supported Collaborative Problem-Solving Activities. In F. Pozzi & D. Persico (Eds.), Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical Perspectives (pp. 245-260). IGI Global. https://doi.org/10.4018/978-1-61692-898-8.ch014

Chicago

Retalis, Symeon, Ourania Petropoulou, and Georgia Lazakidou. "Assessing the Performance of Learners Engaged in Computer-Supported Collaborative Problem-Solving Activities." In Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical Perspectives, edited by Francesca Pozzi and Donatella Persico, 245-260. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-61692-898-8.ch014

Export Reference

Mendeley
Favorite

Abstract

Teachers often utilise a Computer-Supported Collaborative Learning (CSCL) strategy to teach a concept, a method, a problem, and so forth. Following guidelines from a script (based on a CSCL strategy), they must ultimately assess their students’ performance during their engagement in various learning activities; however, content and process assessments differ from script to script. Thus, a teacher faces a serious problem during content and process assessment. Here, the authors present a holistic framework for performance assessment and specify indexes for it. The authors aim to facilitate the teacher/evaluator’s work by equipping him or her with easy-to-apply tools and techniques for in-depth analysis of interactions. Finally, they describe our application of the proposed framework in an exploratory case study of a problem-solving activity in which a complex collaborative strategy is applied.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.