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We review a representative selection of systems that support the management of collaborative learning interaction, and characterize them within a simple classification framework. The framework distinguishes between mirroring systems, which display basic ac ...
Learners benefit from collaboration because it triggers effective interaction processes such as externalization, elicitation and negotiation of knowledge. In order to communicate effectively, learners need to have a certain representation of their peers' k ...
In face-to-face collaborative learning, unbalanced participation often leads to the undersirable result of some participants experiencing lower learning outcomes than others. Providing feedback to the participants on the level of their participation could ...
This paper focuses on the interaction patterns of learners studying in pairs who were provided with multimedia learning material. In a previous article, we reported that learning scores were higher for dyads of an ‘animations’ condition than for dyads of a ...
We review systems that support the management of collaborative interaction, and propose a classification framework built on a simple model of coaching. Our framework distinguishes between mirroring systems, which display basic actions to collaborators, met ...
This contribution analyses the arguments of students in a learning activity entitled "Argue Graph". This activity is intended to make students understand the relationship between learning theories and design choices in courseware development. The analysis ...
In an empirical study, we provided (or not) pairs of students working in a remote collaborative learning situation with a knowledge awareness tool that provided learner A with learner B’s level of knowledge measured through a pre-test. We analyzed the effe ...