Abstract

As Computer-Supported Collaborative Learning (CSCL) gains a broader usage, the need for automated tools capable of supporting tutors in the time-consuming process of analyzing conversations becomes more pressing. Moreover, collaboration, which presumes the intertwining of ideas or points of view among participants, is a central element of dialogue performed in CSCL environments. Therefore, starting from dialogism and a cohesion-based model of discourse, we propose and validate two computational models for assessing collaboration. The first model is based on a cohesion graph and can be perceived as a longitudinal analysis of the ongoing conversation, thus accounting for collaboration from a social knowledge-building perspective. In the second approach, collaboration is regarded from a dialogical perspective as the intertwining or synergy of voices pertaining to different speakers, therefore enabling a transversal analysis of subsequent discussion slices.

Citation

Dascalu, M., Trausan-Matu, S., McNamara, D.S. & Dessus, P. (2015). Readerbench: Automated Evaluation of Collaboration Based on Cohesion and Dialogism. International Journal of Computer-Supported Collaborative Learning, 10(4), 395-423. Retrieved August 8, 2024 from https://www.learntechlib.org/p/172467/.

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Keywords

• computer mediated communication
• Computer Uses in Education
• Connected Discourse
• Cooperative learning
• Discourse Analysis
• electronic learning
• Feedback (Response)
• Graphs
• Longitudinal Studies
• models
• Social Cognition
• tutors